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OpenAlex Citation Counts

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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:

Moving Toward Summative Competency Assessment to Individualize the Postclerkship Phase
Meg Keeley, Maryellen E. Gusic, Helen Morgan, et al.
Academic Medicine (2019) Vol. 94, Iss. 12, pp. 1858-1864
Open Access | Times Cited: 19

Showing 19 citing articles:

Revisiting the Core Entrustable Professional Activities for Entering Residency
Jonathan M. Amiel, Dorothy A. Andriole, Diane M. Biskobing, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S14-S21
Open Access | Times Cited: 83
Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review
Severin Pinilla, Eric Lenouvel, Andrea Cantisani, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 46
You can have both: Coaching to promote clinical competency and professional identity formation
Andrew S. Parsons, Rachel H. Kon, Margaret Plews-Ogan, et al.
Perspectives on Medical Education (2020) Vol. 10, Iss. 1, pp. 57-63
Open Access | Times Cited: 46
The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education
Kimberly D. Lomis, George C. Mejicano, Kelly J. Caverzagie, et al.
Medical Teacher (2021) Vol. 43, Iss. sup2, pp. S7-S16
Open Access | Times Cited: 23
Implementing Systematic Faculty Development to Support an EPA-Based Program of Assessment: Strategies, Outcomes, and Lessons Learned
Megan J. Bray, Elizabeth Bradley, James R. Martindale, et al.
Teaching and Learning in Medicine (2020) Vol. 33, Iss. 4, pp. 434-444
Closed Access | Times Cited: 21
Entrustment Decision Making in the Core Entrustable Professional Activities: Results of a Multi-Institutional Study
David R. Brown, Jeremy Moeller, Douglas Grbic, et al.
Academic Medicine (2021) Vol. 97, Iss. 4, pp. 536-543
Open Access | Times Cited: 15
Making judgments based on reported observations of trainee performance: a scoping review in Health Professions Education
Patricia Lanoie Blanchette, Marie-Ève Poitras, Audrey‐Ann Lefebvre, et al.
Canadian Medical Education Journal (2024)
Open Access | Times Cited: 1
Concordance of Narrative Comments with Supervision Ratings Provided During Entrustable Professional Activity Assessments
Andrew S. Parsons, Kelley Mark, James R. Martindale, et al.
Journal of General Internal Medicine (2022) Vol. 37, Iss. 9, pp. 2200-2207
Open Access | Times Cited: 6
Coaching interventions among healthcare students in tertiary education to improve mental well-being: A mixed studies review
Shefaly Shorey, Emily Ang, Joelle Yan Xin Chua, et al.
Nurse Education Today (2021) Vol. 109, pp. 105222-105222
Closed Access | Times Cited: 8
Entrustable Professional Activity-Based Summative Performance Assessment in the Surgery Clerkship
Amy L. Holmstrom, Matthew C. Chia, Celia Laird O’Brien, et al.
Journal of surgical education (2020) Vol. 78, Iss. 4, pp. 1144-1150
Closed Access | Times Cited: 6
Core Entrustable Professional Activities for Entering Residency: A National Survey of Graduating Medical Students’ Self-Assessed Skills by Specialty
Douglas Grbic, Katherine Gielissen, Vivian Obeso, et al.
Journal of the American College of Surgeons (2022) Vol. 235, Iss. 6, pp. 940-951
Open Access | Times Cited: 4
Surgery Clerkship Directors’ Perceptions of the COVID-19 Pandemic’s Impact on Medical Student Education
Kathryn Spanknebel, E. Christopher Ellison, Alisa Nagler, et al.
Journal of the American College of Surgeons (2022)
Closed Access | Times Cited: 4
The use of EPA assessments in decision-making: Do supervision ratings correlate with other measures of clinical performance?
Victor Soukoulis, James R. Martindale, Megan J. Bray, et al.
Medical Teacher (2021) Vol. 43, Iss. 11, pp. 1323-1329
Closed Access | Times Cited: 5
How Do Clerkship Students Use EPA Data? Illuminating Students’ Perspectives as Partners in Programs of Assessment
Elizabeth Bradley, Eric Waselewski, Maryellen E. Gusic
Medical Science Educator (2021) Vol. 31, Iss. 4, pp. 1419-1428
Open Access | Times Cited: 3
Design and implementation of a core EPA-based acting internship curriculum
Susan Zelewski, Marc D. Basson
Medical Teacher (2022) Vol. 44, Iss. 8, pp. 922-927
Closed Access | Times Cited: 2
Nominal group technique review of the emergency care content of the clinical skills module in the undergraduate medical programme at the University of the Free State
T Hagemeister
African Journal of Health Professions Education (2021) Vol. 13, Iss. 4, pp. 240-245
Open Access | Times Cited: 1
Assessing trainee's performance using reported observations: Perceptions of nurse meta-assessors
Patricia Lanoie Blanchette, Marie-Ève Poitras, Christina St‐Onge
Nurse Education Today (2023) Vol. 126, pp. 105836-105836
Closed Access
A National Consensus Process to Establish Common Topics for Transition to Residency Courses
Matthew Rustici, M. Kathryn Mutter, K. Meredith Atkins, et al.
Academic Medicine (2023) Vol. 98, Iss. 11S, pp. S216-S217
Open Access
In pursuit of a better transition to selected residencies: a quasi-experimental evaluation of a final year of medical school dedicated to the acute care domain
Gersten Jonker, Eveline Booij, Jacqueline E. M. Vernooij, et al.
BMC Medical Education (2022) Vol. 22, Iss. 1
Open Access
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