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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

The pursuit of fairness in assessment: Looking beyond the objective
Nyoli Valentine, Steven J. Durning, E. Michael Shanahan, et al.
Medical Teacher (2022) Vol. 44, Iss. 4, pp. 353-359
Closed Access | Times Cited: 25

Showing 25 citing articles:

“My Assessments Are Biased!” Measurement and Sociocultural Approaches to Achieve Fairness in Assessment in Medical Education
Karen E. Hauer, Yoon Soo Park, Justin L. Bullock, et al.
Academic Medicine (2023) Vol. 98, Iss. 8S, pp. S16-S27
Open Access | Times Cited: 25
An integrated model for road freight transport firm selection in third-party logistics using T-spherical Fuzzy sets
Ömer Faruk Görçün, Prasenjit Chatterjee, Željko Stević, et al.
Transportation Research Part E Logistics and Transportation Review (2024) Vol. 186, pp. 103542-103542
Closed Access | Times Cited: 7
Assessing Individual Contributions of Team Members to Team Achievement by Combining Peer Assessments and Digital Presence in an Academic Environment
Ioannis Katsenos, Christos Pierrakeas
Education Sciences (2025) Vol. 15, Iss. 3, pp. 279-279
Open Access
Equity and Longitudinal Assessments: Perspectives from Physician Assistants/Associates (PAs) Participating in PANRE-LA
Andrzej Kozikowski, Joshua Goodman, Andrew Dallas, et al.
Medical Science Educator (2025)
Open Access
“Rater training” re-imagined for work-based assessment in medical education
Walter Tavares, Benjamin Kinnear, Daniel J. Schumacher, et al.
Advances in Health Sciences Education (2023) Vol. 28, Iss. 5, pp. 1697-1709
Closed Access | Times Cited: 9
Josiah Macy Jr. Foundation Conference on Ensuring Fairness in Medical Education Assessment: Conference Recommendations Report
Conference Participants
Academic Medicine (2023) Vol. 98, Iss. 8S, pp. S3-S15
Open Access | Times Cited: 8
Clarifying and expanding equity in assessment by considering three orientations: Fairness, inclusion and justice
Hannah Anderson, Marjan Govaerts, Layla Abdulla, et al.
Medical Education (2024)
Open Access | Times Cited: 2
Competency-based medical education and the McNamara fallacy: Assessing the important or making the assessed important?
Tejinder Singh, Nalini S. Shah
Journal of Postgraduate Medicine (2022) Vol. 69, Iss. 1, pp. 35-40
Open Access | Times Cited: 11
Fixing a Broken Clerkship Assessment Process: Reflections on Objectivity and Equity Following the USMLE Step 1 Change to Pass/Fail
Ashley Huynh, Andrew Nguyen, Ryan S. Beyer, et al.
Academic Medicine (2023) Vol. 98, Iss. 7, pp. 769-774
Open Access | Times Cited: 6
Towards a more nuanced conceptualisation of differential examiner stringency in OSCEs
Matt Homer
Advances in Health Sciences Education (2023) Vol. 29, Iss. 3, pp. 919-934
Open Access | Times Cited: 5
When words are your scalpel, what and how information is exchanged may be differently salient to assessors
Melissa Li, Allison Kurahashi, Sarah Kawaguchi, et al.
Medical Education (2024)
Open Access | Times Cited: 1
Assessment of communication skills in health professions education; Ottawa 2024 consensus statement
Conor Gilligan, Maria Magdalena Bujnowska–Fedak, Geurt Essers, et al.
Medical Teacher (2024), pp. 1-14
Closed Access | Times Cited: 1
Reliability in student assessment: Implications for competency-based curriculum
Tejinder Singh
Indian Journal of Health Sciences and Biomedical Research (KLEU) (2024) Vol. 17, Iss. 2, pp. 95-99
Open Access | Times Cited: 1
Twelve tips for improving the quality of assessor judgements in senior medical student clinical assessments
Bunmi S. Malau‐Aduli, Richard Hays, Karen N. DSouza, et al.
Medical Teacher (2023) Vol. 45, Iss. 11, pp. 1228-1232
Open Access | Times Cited: 4
What Stops Fairness from Emerging in Assessment? The Forces on a Complex Adaptive System
Nyoli Valentine, Steven J. Durning, E. Michael Shanahan, et al.
Perspectives on Medical Education (2023) Vol. 12, Iss. 1
Open Access | Times Cited: 4
Exploring Equity in Existing Assessment Practices for Visually Impaired Students at Higher Education Level
Kashif Iqbal, Samina Ashraf, Saima Shaheen, et al.
Sustainable Business and Society in Emerging Economies (2024) Vol. 6, Iss. 1
Open Access
Imprecise Clinical Assessments and Inaccurate Grades: Family Medicine Clerkship Director Perspectives
Arindam Sarkar, Joel J. Heidelbaugh, Gage Hallbauer, et al.
Family Medicine (2024) Vol. 56, Iss. 8, pp. 471-475
Open Access
Assessment stakes and authenticity of learning, can they be reconciled?
Lambert Schuwirth, Dario Torre
Advances in Health Sciences Education (2024)
Closed Access
How can medical educators judge unprofessional behaviour fairly?
Mikio Hayashi
Medical Teacher (2022) Vol. 45, Iss. 1, pp. 116-116
Closed Access | Times Cited: 1
Moving Forward
Rola Ajjawi, David Boud, Joanna Tai, et al.
Routledge eBooks (2022), pp. 231-237
Open Access | Times Cited: 1
Exploring Fairness in Scholarly Development: Are We Creating Knowledge Storing Zombies or Curious, Creative and Critical Healthcare Professionals?
Charlotte Bakker, Arnout Jan de Beaufort, Friedo W. Dekker, et al.
Advances in Medical Education and Practice (2023) Vol. Volume 14, pp. 913-917
Open Access
Students’ Experiences of Fairness in Online Assessment: A Phenomenological Study in a Higher Education Institution Context
Mohd. Elmagzoub Eltahir, Nagaletchimee Annamalai, Arulselvi Uthayakumaran, et al.
SAGE Open (2023) Vol. 13, Iss. 4
Open Access
An Ideal System of Assessment to Support Competency-Based Graduate Medical Education: Key Attributes and Proposed Next Steps
Rebecca S. Gates, Kayla Marcotte, Rebecca Moreci, et al.
Journal of surgical education (2023) Vol. 81, Iss. 2, pp. 172-177
Closed Access
Anonymous reporting of student’s unprofessional behavior: An ethical approach to manage moral distress in academia
Erwin Jiayuan Khoo, Siew Houy Chua, Serena In, et al.
Medical Teacher (2022) Vol. 45, Iss. 2, pp. 234-235
Closed Access
Students’ Perspectives: How do They want to be Assessed?
Wahyu Budi Sabtiawan, Elok Sudibyo, Tutut Nurita, et al.
SHS Web of Conferences (2022) Vol. 149, pp. 01037-01037
Open Access
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