Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Technology enhanced assessment: Ottawa consensus statement and recommendations
Richard Fuller, Viktoria C. T. Goddard, Vishna Devi Nadarajah, et al.
Medical Teacher (2022) Vol. 44, Iss. 8, pp. 836-850
Open Access | Times Cited: 22

Showing 22 citing articles:

Moving forward: embracing challenges as opportunities to improve medical education in the post-COVID era
Kyong‐Jee Kim
Humanities and Social Sciences Communications (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 27
GPT-4: the future of artificial intelligence in medical school assessments
Lois Haruna‐Cooper, Ahmed Rashid
Journal of the Royal Society of Medicine (2023) Vol. 116, Iss. 6, pp. 218-219
Open Access | Times Cited: 17
Authentic assessment in medical education: exploring AI integration and student-as-partners collaboration
Syeda Sadia Fatima, N Sheikh, Athar Osama
Postgraduate Medical Journal (2024) Vol. 100, Iss. 1190, pp. 959-967
Closed Access | Times Cited: 6
Assisting medical students learning in renal ultrasound acquisition: Development of a deep learning-based feedback model (Preprint)
Andy Cheuk Nam Hwang, Rahul Singh, Elizabeth Ann Barrett, et al.
(2025)
Closed Access
A review of assessment for learning with artificial intelligence
Bahar Memarian, Tenzin Doleck
Computers in Human Behavior Artificial Humans (2023) Vol. 2, Iss. 1, pp. 100040-100040
Open Access | Times Cited: 9
Physical and biophysical markers of assessment in medical training: A scoping review of the literature
Danielle T. Miller, Sarah Michael, Colin Bell, et al.
Medical Teacher (2024), pp. 1-9
Closed Access | Times Cited: 1
Technology-Integrated Assessment: A Literature Review
Colin Madland, Valerie Irvine, Chris DeLuca, et al.
The Open/Technology in Education Society and Scholarship Association Journal (2024) Vol. 4, Iss. 1, pp. 1-48
Open Access | Times Cited: 1
Online peer tutoring programs fostering community and learning skills among college students
Tao Wang
Education and Information Technologies (2024) Vol. 29, Iss. 16, pp. 21751-21788
Closed Access | Times Cited: 1
Managing assessment during curriculum change: Ottawa Consensus Statement
Richard Hays, Tim Wilkinson, Lionel Green‐Thompson, et al.
Medical Teacher (2024) Vol. 46, Iss. 7, pp. 874-884
Closed Access | Times Cited: 1
Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence
Katharine Boursicot, Sandra Kemp, John J. Norcini, et al.
Medical Teacher (2023) Vol. 45, Iss. 9, pp. 978-983
Closed Access | Times Cited: 4
Editorial, Vol 25.1: Digital technologies in health: Implications for health professional education
Karen M. Scott, Joanne L. Hart
Focus on Health Professional Education A Multi-Professional Journal (2024) Vol. 25, Iss. 1, pp. i-iv
Open Access
Cultural Diversity in Technology-Based Assessments: Innovations for Fair and Inclusive Evaluations in Higher Education
Dwi Agus Kurniawan, Susbiyanto Susbiyanto, Marilyn Orongan, et al.
Journal of Educational Technology and Learning Creativity (2024) Vol. 2, Iss. 1, pp. 54-62
Closed Access
Twelve Tips for Optimising Medical Student Fitness to Practise
Faye Gishen, Dominic Johnson
MedEdPublish (2024) Vol. 14, pp. 45-45
Open Access
Operationalizing competency-based assessment: Contextualizing for cultural and gender divides
Samar Ahmed, Fouzia Shersad, Arina Ziganshina, et al.
MedEdPublish (2023) Vol. 13, pp. 210-210
Open Access | Times Cited: 1
Cross-sectional evaluation of an asynchronous multiple mini-interview (MMI) in selection to health professions training programmes with 10 principles for fairness built-in
Alison Callwood, Jenny Harris, Lee Gillam, et al.
BMJ Open (2023) Vol. 13, Iss. 10, pp. e074440-e074440
Open Access | Times Cited: 1
Transitioning from face-to-face to distance education. Part 1: A cross-sectional study in the former Yugoslavia during COVID-19
Irena Zakarija‐Grković, Aleksandar Stepanović, Davorina Petek, et al.
European Journal of General Practice (2023) Vol. 29, Iss. 1
Open Access | Times Cited: 1
“I get higher marks via BYOD“ - a descriptive qualitative study on student experiences using BYOD e-assessments to enhance the dimensions of administration and support for learning excellence.
Janus van As, Kanita Elizabeth Brits
Research Square (Research Square) (2022)
Open Access | Times Cited: 1
Introducing open-book examinations in clinical education: A case study
Peter Smith, Joanne Bowles, Mark Jellicoe, et al.
Developing Academic Practice (2023) Vol. 2023, Iss. Special, pp. 71-81
Open Access
Cross-sectional evaluation of an asynchronous Multiple Mini Interview (MMI) in selection to health professions training programmes with ten principles for fairness built-in
Alison Callwood, Jenny Harris, Lee Gillam, et al.
medRxiv (Cold Spring Harbor Laboratory) (2023)
Open Access
Supporting validity: steps to contextualise applications for technology and assessment, for learning
Sandra Kemp, Viktoria C. T. Goddard, Katharine Boursicot, et al.
MedEdPublish (2023) Vol. 13, pp. 37-37
Open Access
Online Learning Satisfaction in Philippine Higher Education: A Structural Equation Modeling
Edralin General, Lislee Valle, Ivy Batican, et al.
Jurnal Pendidikan Progresif (2023) Vol. 13, Iss. 3, pp. 1394-1409
Open Access
“I get higher marks via BYOD “ - a descriptive qualitative study on student experiences using BYOD e-assessments to enhance the dimensions of administration and support for learning excellence.
Janus van As, Kanita Elizabeth Brits
Research Square (Research Square) (2022)
Open Access
Page 1

Scroll to top