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:

When Assessment Data Are Words: Validity Evidence for Qualitative Educational Assessments
David A. Cook, Ayelet Kuper, Rose Hatala, et al.
Academic Medicine (2016) Vol. 91, Iss. 10, pp. 1359-1369
Open Access | Times Cited: 131

Showing 1-25 of 131 citing articles:

Validation of educational assessments: a primer for simulation and beyond
David A. Cook, Rose Hatala
Advances in Simulation (2016) Vol. 1, Iss. 1
Open Access | Times Cited: 297
The Hidden Value of Narrative Comments for Assessment: A Quantitative Reliability Analysis of Qualitative Data
Shiphra Ginsburg, Cees van der Vleuten, Kevin W. Eva
Academic Medicine (2017) Vol. 92, Iss. 11, pp. 1617-1621
Open Access | Times Cited: 109
Medical Education’s Wicked Problem: Achieving Equity in Assessment for Medical Learners
Catherine R. Lucey, Karen E. Hauer, Dowin Boatright, et al.
Academic Medicine (2020) Vol. 95, Iss. 12S, pp. S98-S108
Open Access | Times Cited: 97
A history of assessment in medical education
Lambert Schuwirth, Cees van der Vleuten
Advances in Health Sciences Education (2020) Vol. 25, Iss. 5, pp. 1045-1056
Closed Access | Times Cited: 84
Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference
Katharine Boursicot, Sandra Kemp, Tim Wilkinson, et al.
Medical Teacher (2020) Vol. 43, Iss. 1, pp. 58-67
Closed Access | Times Cited: 67
Theoretical considerations on programmatic assessment
Dario Torre, Lambert Schuwirth, Cees van der Vleuten
Medical Teacher (2019) Vol. 42, Iss. 2, pp. 213-220
Open Access | Times Cited: 63
Using the TACT Framework to Learn the Principles of Rigour in Qualitative Research
Ben Kei Daniel
The Electronic Journal of Business Research Methods (2019) Vol. 17, Iss. 3
Open Access | Times Cited: 57
Numbers Encapsulate, Words Elaborate: Toward the Best Use of Comments for Assessment and Feedback on Entrustment Ratings
Shiphra Ginsburg, Christopher Watling, Daniel J. Schumacher, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S81-S86
Open Access | Times Cited: 40
Using Natural Language Processing to Evaluate the Quality of Supervisor Narrative Comments in Competency-Based Medical Education
Maxwell Spadafore, Yusuf Yılmaz, Veronica Rally, et al.
Academic Medicine (2024) Vol. 99, Iss. 5, pp. 534-540
Closed Access | Times Cited: 6
Data sharing and big data in health professions education: Ottawa consensus statement and recommendations for scholarship
Kulamakan Kulasegaram, Lawrence Grierson, Cassandra Barber, et al.
Medical Teacher (2024) Vol. 46, Iss. 4, pp. 471-485
Closed Access | Times Cited: 6
Cracking the code: residents’ interpretations of written assessment comments
Shiphra Ginsburg, Cees van der Vleuten, Kevin W. Eva, et al.
Medical Education (2017) Vol. 51, Iss. 4, pp. 401-410
Open Access | Times Cited: 61
Using In-Training Evaluation Report (ITER) Qualitative Comments to Assess Medical Students and Residents
Rose Hatala, Adam P. Sawatsky, Nancy Dudek, et al.
Academic Medicine (2016) Vol. 92, Iss. 6, pp. 868-879
Open Access | Times Cited: 56
Twelve tips to promote successful development of a learner performance dashboard within a medical education program
Christy Boscardin, Kirkpatrick B. Fergus, Bonnie Hellevig, et al.
Medical Teacher (2017) Vol. 40, Iss. 8, pp. 855-861
Closed Access | Times Cited: 51
Students’ motivation for interprofessional collaboration after their experience on an IPE ward: A qualitative analysis framed by self-determination theory
Cora L. F. Visser, Rashmi A. Kusurkar, Gerda Croiset, et al.
Medical Teacher (2018) Vol. 41, Iss. 1, pp. 44-52
Open Access | Times Cited: 47
Entrustment Ratings in Internal Medicine Training: Capturing Meaningful Supervision Decisions or Just Another Rating?
Rose Hatala, Shiphra Ginsburg, Karen E. Hauer, et al.
Journal of General Internal Medicine (2019) Vol. 34, Iss. 5, pp. 740-743
Open Access | Times Cited: 43
Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review
Hannah Anderson, Joshua Kurtz, Daniel C. West
Academic Medicine (2021) Vol. 96, Iss. 11S, pp. S164-S174
Open Access | Times Cited: 33
Programmatic assessment for learning: A programmatically designed assessment for the purpose of learning: AMEE Guide No. 174
Dario Torre, Lambert Schuwirth
Medical Teacher (2024), pp. 1-16
Closed Access | Times Cited: 4
Narrative comments in internal medicine clerkship evaluations: room to grow
Christine Crumbley, Karen Szauter, Bernard Karnath, et al.
Medical Education Online (2025) Vol. 30, Iss. 1
Open Access
Assessment Pearls for Competency-Based Medical Education
Susan Humphrey‐Murto, Timothy J. Wood, Shelly Ross, et al.
Journal of Graduate Medical Education (2017) Vol. 9, Iss. 6, pp. 688-691
Open Access | Times Cited: 44
How ‘Testing’ Has Become ‘Programmatic Assessment for Learning’
Lambert Schuwirth, Cees van der Vleuten
Health Professions Education (2018) Vol. 5, Iss. 3, pp. 177-184
Open Access | Times Cited: 38
“When a Measure Becomes a Target, It Ceases to be a Good Measure”
Christopher Mattson, Reamer L. Bushardt, Anthony R. Artino
Journal of Graduate Medical Education (2021) Vol. 13, Iss. 1, pp. 2-5
Open Access | Times Cited: 28
Interprofessional Emergency Training Leads to Changes in the Workplace
Dorothea Eisenmann, Fabian Stroben, Jan Gerken, et al.
Western Journal of Emergency Medicine (2018), pp. 185-192
Open Access | Times Cited: 32
Radiology Education in Medical School and Residency
Patrick T. Schiller, Andrew W. Phillips, Christopher M. Straus
Academic Radiology (2018) Vol. 25, Iss. 10, pp. 1333-1343
Closed Access | Times Cited: 32
The compatibility principle: on philosophies in the assessment of clinical competence
Walter Tavares, Ayelet Kuper, Kulamakan Kulasegaram, et al.
Advances in Health Sciences Education (2019) Vol. 25, Iss. 4, pp. 1003-1018
Closed Access | Times Cited: 32
Taken Out of Context: Hazards in the Interpretation of Written Assessment Comments
Shiphra Ginsburg, Jennifer R. Kogan, Andrea Gingerich, et al.
Academic Medicine (2019) Vol. 95, Iss. 7, pp. 1082-1088
Open Access | Times Cited: 30
Page 1 - Next Page

Scroll to top