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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:

Are Examiners’ Judgments in OSCE-Style Assessments Influenced by Contrast Effects?
Peter Yeates, Marc Moreau, Kevin W. Eva
Academic Medicine (2015) Vol. 90, Iss. 7, pp. 975-980
Open Access | Times Cited: 43

Showing 1-25 of 43 citing articles:

Rater cognition: review and integration of research findings
Geneviève Gauthier, Christina St‐Onge, Walter Tavares
Medical Education (2016) Vol. 50, Iss. 5, pp. 511-522
Closed Access | Times Cited: 80
The sights and insights of examiners in objective structured clinical examinations
Lauren S. H. Chong, Silas Taylor, Matthew Haywood, et al.
Journal of Educational Evaluation for Health Professions (2017) Vol. 14, pp. 34-34
Open Access | Times Cited: 52
Approaches to Assessment of Twenty-First Century Skills in East Africa
Florence Nansubuga, Martin Ariapa, Martin Mabunda Baluku, et al.
˜The œenabling power of assessment (2024), pp. 99-116
Open Access | Times Cited: 5
Critical Thoughts About the Core Entrustable Professional Activities in Undergraduate Medical Education
Edward Krupat
Academic Medicine (2017) Vol. 93, Iss. 3, pp. 371-376
Open Access | Times Cited: 42
Developing a video‐based method to compare and adjust examiner effects in fully nested OSCEs
Peter Yeates, Natalie Cope, Ashley Hawarden, et al.
Medical Education (2018) Vol. 53, Iss. 3, pp. 250-263
Open Access | Times Cited: 39
The do’s, don’ts and don’t knows of redressing differential attainment related to race/ethnicity in medical schools
Molly Fyfe, Jo Horsburgh, Julia Blitz, et al.
Perspectives on Medical Education (2021) Vol. 11, Iss. 1, pp. 1-14
Open Access | Times Cited: 27
Cognitive influences on complex performance assessment: Lessons from the interplay between medicine and psychology.
Kevin W. Eva
Journal of Applied Research in Memory and Cognition (2018) Vol. 7, Iss. 2, pp. 177-188
Closed Access | Times Cited: 34
Measuring the Effect of Examiner Variability in a Multiple-Circuit Objective Structured Clinical Examination (OSCE)
Peter Yeates, Alice Moult, Natalie Cope, et al.
Academic Medicine (2021) Vol. 96, Iss. 8, pp. 1189-1196
Open Access | Times Cited: 23
Relatively speaking: contrast effects influence assessors’ scores and narrative feedback
Peter Yeates, Jenna Cardell, Ged Byrne, et al.
Medical Education (2015) Vol. 49, Iss. 9, pp. 909-919
Closed Access | Times Cited: 28
Examiner seniority and experience are associated with bias when scoring communication, but not examination, skills in objective structured clinical examinations in Australia
Lauren S. H. Chong, Silas Taylor, Matthew Haywood, et al.
Journal of Educational Evaluation for Health Professions (2018) Vol. 15, pp. 17-17
Open Access | Times Cited: 27
Using the Many-Facet Rasch Model to analyse and evaluate the quality of objective structured clinical examination: a non-experimental cross-sectional design
Mohsen Tavakol, Gill Pinner
BMJ Open (2019) Vol. 9, Iss. 9, pp. e029208-e029208
Open Access | Times Cited: 24
Hawks, Doves and Rasch decisions: Understanding the influence of different cycles of an OSCE on students’ scores using Many Facet Rasch Modeling
Peter Yeates, Stefanie S. Sebok‐Syer
Medical Teacher (2016) Vol. 39, Iss. 1, pp. 92-99
Closed Access | Times Cited: 23
Actor-network theory and the OSCE: formulating a new research agenda for a post-psychometric era
Margaret Bearman, Rola Ajjawi
Advances in Health Sciences Education (2017) Vol. 23, Iss. 5, pp. 1037-1049
Closed Access | Times Cited: 22
Are we ready yet for digital transformation? Virtual versus on-campus OSCE as assessment tools in pharmacy education. A randomized controlled head-to-head comparative assessment
Zelal Kharaba, Mohammad M. AlAhmad, Asim Ahmed Elnour, et al.
Saudi Pharmaceutical Journal (2023) Vol. 31, Iss. 3, pp. 359-369
Open Access | Times Cited: 6
A pilot study of marking accuracy and mental workload as measures of OSCE examiner performance
Aidan Byrne, Tereza Soskova, Jayne Dawkins, et al.
BMC Medical Education (2016) Vol. 16, Iss. 1
Open Access | Times Cited: 17
Examiners’ decision‐making processes in observation‐based clinical examinations
Bunmi S. Malau‐Aduli, Richard Hays, Karen D’Souza, et al.
Medical Education (2020) Vol. 55, Iss. 3, pp. 344-353
Open Access | Times Cited: 15
Sequence effects in the estimation of software development effort
Magne Jørgensen, Torleif Halkjelsvik
Journal of Systems and Software (2019) Vol. 159, pp. 110448-110448
Open Access | Times Cited: 15
Introduction of Objective Structured Clinical Examinations (OSCEs) in France: A paradigm shift in Medical Education
Sylvain Bodard, Laura I Levi
Bulletin du Cancer (2024) Vol. 111, Iss. 11, pp. 1005-1007
Closed Access | Times Cited: 1
Does Changing Examiner Stations During UK Postgraduate Surgery Objective Structured Clinical Examinations Influence Examination Reliability and Candidates’ Scores?
Peter A. Brennan, David T. Croke, Malcolm Reed, et al.
Journal of surgical education (2016) Vol. 73, Iss. 4, pp. 616-623
Open Access | Times Cited: 11
Are raters influenced by prior information about a learner? A review of assimilation and contrast effects in assessment
Susan Humphrey‐Murto, Tammy Shaw, Claire Touchie, et al.
Advances in Health Sciences Education (2021) Vol. 26, Iss. 3, pp. 1133-1156
Closed Access | Times Cited: 10
Determining influence, interaction and causality of contrast and sequence effects in objective structured clinical exams
Peter Yeates, Alice Moult, Natalie Cope, et al.
Medical Education (2021) Vol. 56, Iss. 3, pp. 292-302
Open Access | Times Cited: 10
Can physician examiners overcome their first impression when examinee performance changes?
Timothy J. Wood, Debra Pugh, Claire Touchie, et al.
Advances in Health Sciences Education (2018) Vol. 23, Iss. 4, pp. 721-732
Closed Access | Times Cited: 10
Comparatively salient: examining the influence of preceding performances on assessors’ focus and interpretations in written assessment comments
Andrea Gingerich, Edward Schokking, Peter Yeates
Advances in Health Sciences Education (2018) Vol. 23, Iss. 5, pp. 937-959
Closed Access | Times Cited: 10
Enhancing Objective Structured Clinical Examinations through visualisation of checklist scores and global rating scale
Mohsen Tavakol, Gill Pinner
International Journal of Medical Education (2018) Vol. 9, pp. 130-134
Open Access | Times Cited: 9
Feedback to support examiners’ understanding of the standard-setting process and the performance of students: AMEE Guide No. 145
Mohsen Tavakol, Brigitte E. Scammell, Angela P. Wetzel
Medical Teacher (2021) Vol. 44, Iss. 6, pp. 582-595
Closed Access | Times Cited: 6
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