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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:

The Urgency of Now: Rethinking and Improving Assessment Practices in Medical Education Programs
Eric S. Holmboe, Nora Y. Osman, Christina Murphy, et al.
Academic Medicine (2023) Vol. 98, Iss. 8S, pp. S37-S49
Open Access | Times Cited: 13

Showing 13 citing articles:

AI in Educational Assessment, Applications, and Implications: A Survey
Rawan Ali, Mohammad Reza Bahrami
Smart innovation, systems and technologies (2025), pp. 383-390
Closed Access
The generative artificial intelligence revolution: How hospitalists can lead the transformation of medical education
Verity Schaye, Marc M. Triola
Journal of Hospital Medicine (2024)
Closed Access | Times Cited: 4
Josiah Macy Jr. Foundation Conference on Ensuring Fairness in Medical Education Assessment: Conference Recommendations Report
Conference Participants
Academic Medicine (2023) Vol. 98, Iss. 8S, pp. S3-S15
Open Access | Times Cited: 8
Validity in the Next Era of Assessment: Consequences, Social Impact, and Equity
Benjamin Kinnear, Christina St‐Onge, Daniel J. Schumacher, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 452-459
Open Access | Times Cited: 2
Clarifying and expanding equity in assessment by considering three orientations: Fairness, inclusion and justice
Hannah Anderson, Marjan Govaerts, Layla Abdulla, et al.
Medical Education (2024)
Open Access | Times Cited: 2
When words are your scalpel, what and how information is exchanged may be differently salient to assessors
Melissa Li, Allison Kurahashi, Sarah Kawaguchi, et al.
Medical Education (2024)
Open Access | Times Cited: 1
How Might we Build an Equitable Future? Design Justice, a Counternarrative to Dominant Approaches in Medical Education
Hannah Anderson, Xandro Xu, April Edwell, et al.
Teaching and Learning in Medicine (2024), pp. 1-9
Closed Access | Times Cited: 1
Authentic assessment: from panacea to criticality
Tim Fawns, Margaret Bearman, Phillip Dawson, et al.
Assessment & Evaluation in Higher Education (2024), pp. 1-13
Open Access | Times Cited: 1
Structured Debriefing to Assess Performance of Entrustable Professional Activities
M. Douglas Jones, Gretchen Guiton, Christian C. Yost, et al.
Journal of Graduate Medical Education (2024) Vol. 16, Iss. 5, pp. 607-610
Closed Access
Relevance of Competency Based Education for Architectural Education in India
Nikhil S. Kohale, Pradeep Kini, Ciraj Mohammed
F1000Research (2024) Vol. 13, pp. 835-835
Open Access
Assessing the Difficulty and Long-Term Retention of Factual and Conceptual Knowledge Through Multiple-Choice Questions: A Longitudinal Study
Neil G. Haycocks, Jessica Hernandez-Moreno, Johan C. Bester, et al.
Advances in Medical Education and Practice (2024) Vol. Volume 15, pp. 1217-1228
Open Access
Multispecialty Trainee Perspective: The Journey Toward Competency-Based Graduate Medical Education in the United States
Annie Phung, Gabriel Daniels, Maggie Curran, et al.
Journal of Graduate Medical Education (2023) Vol. 15, Iss. 5, pp. 617-622
Open Access | Times Cited: 1
Faculty- and Program-Level Adaptations to Competency-Based Assessment Demands
Jeanette Zhang, S. Beth Bierer, Colleen Y. Colbert, et al.
Journal of Graduate Medical Education (2023) Vol. 15, Iss. 6, pp. 742-743
Open Access
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