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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:

Enhanced Requirements for Assessment in a Competency-Based, Time-Variable Medical Education System
Larry D. Gruppen, Olle ten Cate, Lorelei Lingard, et al.
Academic Medicine (2018) Vol. 93, Iss. 3S, pp. S17-S21
Open Access | Times Cited: 73

Showing 1-25 of 73 citing articles:

Clinical Reasoning Assessment Methods: A Scoping Review and Practical Guidance
Michelle Daniel, Joseph Rencic, Steven J. Durning, et al.
Academic Medicine (2019) Vol. 94, Iss. 6, pp. 902-912
Open Access | Times Cited: 208
The Power of Subjectivity in the Assessment of Medical Trainees
Olle ten Cate, Glenn Regehr
Academic Medicine (2018) Vol. 94, Iss. 3, pp. 333-337
Open Access | Times Cited: 132
Competency-Based, Time-Variable Education in the Health Professions: Crossroads
Catherine R. Lucey, George E. Thibault, Olle ten Cate
Academic Medicine (2018) Vol. 93, Iss. 3S, pp. S1-S5
Open Access | Times Cited: 117
Entrustment Decision Making: Extending Miller’s Pyramid
Olle ten Cate, Carol Carraccio, Arvin Damodaran, et al.
Academic Medicine (2020) Vol. 96, Iss. 2, pp. 199-204
Open Access | Times Cited: 104
Scoping Review of Entrustable Professional Activities in Undergraduate Medical Education
Eric G. Meyer, H. Carrie Chen, Sebastian Uijtdehaage, et al.
Academic Medicine (2019) Vol. 94, Iss. 7, pp. 1040-1049
Open Access | Times Cited: 100
It’s a Marathon, Not a Sprint
Andrew K. Hall, Jessica Rich, Damon Dagnone, et al.
Academic Medicine (2019) Vol. 95, Iss. 5, pp. 786-793
Open Access | Times Cited: 82
The ingredients of a rich entrustment decision
Olle ten Cate, H. Carrie Chen
Medical Teacher (2020) Vol. 42, Iss. 12, pp. 1413-1420
Open Access | Times Cited: 82
Medical competence as a multilayered construct
Olle ten Cate, Natasha Slattery, Richard L. Cruess, et al.
Medical Education (2023) Vol. 58, Iss. 1, pp. 93-104
Open Access | Times Cited: 23
Implementing Competence Committees on a National Scale: Design and Lessons Learned
Anna Oswald, Daniel Dubois, Linda Snell, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 56-67
Open Access | Times Cited: 8
Competency‐based education calls for programmatic assessment: But what does this look like in practice?
Jessica Rich, Sue Fostaty Young, Catherine Donnelly, et al.
Journal of Evaluation in Clinical Practice (2019) Vol. 26, Iss. 4, pp. 1087-1095
Closed Access | Times Cited: 57
Defining and Adopting Clinical Performance Measures in Graduate Medical Education: Where Are We Now and Where Are We Going?
Alina Smirnova, Stefanie S. Sebok‐Syer, Saad Chahine, et al.
Academic Medicine (2019) Vol. 94, Iss. 5, pp. 671-677
Open Access | Times Cited: 55
Entrustable Professional Activities and Entrustment Decision Making: A Development and Research Agenda for the Next Decade
Olle ten Cate, Dorene F. Balmer, Holly Caretta‐Weyer, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S96-S104
Open Access | Times Cited: 48
Mobile technologies to support workplace-based assessment for entrustment decisions: Guidelines for programs and educators: AMEE Guide No. 154
Adrian Marty, Machelle Linsenmeyer, Brian C. George, et al.
Medical Teacher (2023) Vol. 45, Iss. 11, pp. 1203-1213
Open Access | Times Cited: 16
Enabling Factors for the Implementation of Competency-Based Curricula in Colleges and Schools of Pharmacy
Stephanie L. Sibicky, Kimberly K. Daugherty, Aleda M.H. Chen, et al.
American Journal of Pharmaceutical Education (2024) Vol. 88, Iss. 4, pp. 100681-100681
Open Access | Times Cited: 6
Introducing outcome-based education in obstetrics and gynaecology training: Perspectives of trainees and trainers
Orfhlaith E. O’Sullivan, Sara Leitão, Sinead Harney, et al.
European Journal of Obstetrics & Gynecology and Reproductive Biology (2025)
Closed Access
Twelve tips to maximize the value of a clinical competency committee in postgraduate medical education
Benjamin Kinnear, Eric J. Warm, Karen E. Hauer
Medical Teacher (2018) Vol. 40, Iss. 11, pp. 1110-1115
Closed Access | Times Cited: 58
Communication, learning and assessment: Exploring the dimensions of the digital learning environment
Brent Thoma, Alison Turnquist, Fareen Zaver, et al.
Medical Teacher (2019) Vol. 41, Iss. 4, pp. 385-390
Closed Access | Times Cited: 49
EQual Rubric Evaluation of the Association of American Medical Colleges’ Core Entrustable Professional Activities for Entering Residency
Eric G. Meyer, David Taylor, Sebastian Uijtdehaage, et al.
Academic Medicine (2020) Vol. 95, Iss. 11, pp. 1755-1762
Open Access | Times Cited: 43
The Implementation of Entrustable Professional Activities in Postgraduate Medical Education in the Netherlands: Rationale, Process, and Current Status
Jacqueline de Graaf, Marieke H.H. Bolk, Auk Dijkstra, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S29-S35
Open Access | Times Cited: 38
Aiming Beyond Competent: The Application of the Taxonomy of Significant Learning to Medical Education
Jeremy Branzetti, Michael A. Gisondi, Laura R. Hopson, et al.
Teaching and Learning in Medicine (2019) Vol. 31, Iss. 4, pp. 466-478
Closed Access | Times Cited: 42
Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment
Natalia Danilovich, Simon Kitto, David W. Price, et al.
Family Medicine (2021) Vol. 53, Iss. 1, pp. 9-22
Open Access | Times Cited: 31
The COVID-19 Pandemic as an Imperative to Advance Medical Student Assessment: Three Areas for Change
Karen E. Hauer, Tai M. Lockspeiser, H. Carrie Chen
Academic Medicine (2020) Vol. 96, Iss. 2, pp. 182-185
Open Access | Times Cited: 27
On the validity of summative entrustment decisions
Claire Touchie, Benjamin Kinnear, Daniel J. Schumacher, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 780-787
Closed Access | Times Cited: 24
E-Assessment in E-Learning Degrees: Comparison vs. Face-to-Face Assessment through Perceived Stress and Academic Performance in a Longitudinal Study
Roberto Sánchez-Cabrero, Javier Casado-Pérez, Amaya Arigita-García, et al.
Applied Sciences (2021) Vol. 11, Iss. 16, pp. 7664-7664
Open Access | Times Cited: 24
The Need for Competency-Based Education
Denise H. Rhoney, Aleda M.H. Chen, Mariann D. Churchwell, et al.
American Journal of Pharmaceutical Education (2024) Vol. 88, Iss. 6, pp. 100706-100706
Open Access | Times Cited: 3
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