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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:

Do In-Training Evaluation Reports Deserve Their Bad Reputations? A Study of the Reliability and Predictive Ability of ITER Scores and Narrative Comments
Shiphra Ginsburg, Kevin W. Eva, Glenn Regehr
Academic Medicine (2013) Vol. 88, Iss. 10, pp. 1539-1544
Open Access | Times Cited: 74

Showing 1-25 of 74 citing articles:

A contemporary approach to validity arguments: a practical guide to Kane's framework
David A. Cook, Ryan Brydges, Shiphra Ginsburg, et al.
Medical Education (2015) Vol. 49, Iss. 6, pp. 560-575
Closed Access | Times Cited: 476
Implementation of competency-based medical education: are we addressing the concerns and challenges?
Richard E. Hawkins, Catherine M. Welcher, Eric S. Holmboe, et al.
Medical Education (2015) Vol. 49, Iss. 11, pp. 1086-1102
Closed Access | Times Cited: 339
Towards a program of assessment for health professionals: from training into practice
Kevin W. Eva, Georges Bordage, Craig Campbell, et al.
Advances in Health Sciences Education (2015) Vol. 21, Iss. 4, pp. 897-913
Closed Access | Times Cited: 149
Hedging to save face: a linguistic analysis of written comments on in-training evaluation reports
Shiphra Ginsburg, Cees van der Vleuten, Kevin W. Eva, et al.
Advances in Health Sciences Education (2015) Vol. 21, Iss. 1, pp. 175-188
Closed Access | Times Cited: 133
Reading between the lines: faculty interpretations of narrative evaluation comments
Shiphra Ginsburg, Glenn Regehr, Lorelei Lingard, et al.
Medical Education (2015) Vol. 49, Iss. 3, pp. 296-306
Closed Access | Times Cited: 128
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
Assessment in the context of problem-based learning
Cees van der Vleuten, Lambert Schuwirth
Advances in Health Sciences Education (2019) Vol. 24, Iss. 5, pp. 903-914
Open Access | Times Cited: 75
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
Assessment of communication skills
Cees van der Vleuten, Valerie van den Eertwegh, Esther Giroldi
Patient Education and Counseling (2019) Vol. 102, Iss. 11, pp. 2110-2113
Open Access | Times Cited: 46
The Quality of Assessment of Learning (Qual) Score: Validity Evidence for a Scoring System Aimed at Rating Short, Workplace-Based Comments on Trainee Performance
Teresa M. Chan, Stefanie S. Sebok‐Syer, Christopher Sampson, et al.
Teaching and Learning in Medicine (2020) Vol. 32, Iss. 3, pp. 319-329
Closed Access | Times Cited: 39
The pursuit of fairness in assessment: Looking beyond the objective
Nyoli Valentine, Steven J. Durning, E. Michael Shanahan, et al.
Medical Teacher (2022) Vol. 44, Iss. 4, pp. 353-359
Closed Access | Times Cited: 25
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
Identifying and Promoting Best Practices in Residency Application and Selection in a Complex Academic Health Network
Glen Bandiera, Caroline Abrahams, Mariela Ruetalo, et al.
Academic Medicine (2015) Vol. 90, Iss. 12, pp. 1594-1601
Open Access | Times Cited: 43
Fairness in human judgement in assessment: a hermeneutic literature review and conceptual framework
Nyoli Valentine, Steven J. Durning, E. Michael Shanahan, et al.
Advances in Health Sciences Education (2020) Vol. 26, Iss. 2, pp. 713-738
Closed Access | Times Cited: 37
Validity evidence of resident competency ratings and the identification of problem residents
Yoon Soo Park, Janet Riddle, Ara Tekian
Medical Education (2014) Vol. 48, Iss. 6, pp. 614-622
Closed Access | Times Cited: 35
Mixed Messages or Miscommunication? Investigating the Relationship Between Assessors’ Workplace-Based Assessment Scores and Written Comments
Stefanie S. Sebok‐Syer, Don A. Klinger, Jonathan Sherbino, et al.
Academic Medicine (2017) Vol. 92, Iss. 12, pp. 1774-1779
Open Access | Times Cited: 35
Competency Evaluations in the Next Accreditation System: Contributing to Guidelines and Implications
Yoon Soo Park, Fred A. Zar, John J. Norcini, et al.
Teaching and Learning in Medicine (2016) Vol. 28, Iss. 2, pp. 135-145
Closed Access | Times Cited: 32
Harnessing Natural Language Processing to Support Decisions Around Workplace-Based Assessment: Machine Learning Study of Competency-Based Medical Education
Yusuf Yılmaz, Alma Jurado Nunez, Ali Ariaeinejad, et al.
JMIR Medical Education (2022) Vol. 8, Iss. 2, pp. e30537-e30537
Open Access | Times Cited: 15
On the issue of costs in programmatic assessment
Cees van der Vleuten, Sylvia Heeneman
Perspectives on Medical Education (2016) Vol. 5, Iss. 5, pp. 303-307
Open Access | Times Cited: 23
Numerical versus narrative: A comparison between methods to measure medical student performance during clinical clerkships
Josef Bartels, Christopher J. Mooney, Robert Thompson Stone
Medical Teacher (2017) Vol. 39, Iss. 11, pp. 1154-1158
Closed Access | Times Cited: 22
Competencies and Feedback on Internal Medicine Residents’ End-of-Rotation Assessments Over Time: Qualitative and Quantitative Analyses
Ara Tekian, Yoon Soo Park, Sarette T Tilton, et al.
Academic Medicine (2019) Vol. 94, Iss. 12, pp. 1961-1969
Open Access | Times Cited: 22
Supervisor-trainee continuity and the quality of work-based assessments
Warren J. Cheung, Nancy Dudek, Timothy J. Wood, et al.
Medical Education (2017) Vol. 51, Iss. 12, pp. 1260-1268
Closed Access | Times Cited: 20
Advancing Our Understanding of Narrative Comments Generated by Direct Observation Tools: Lessons From the Psychopharmacotherapy-Structured Clinical Observation
John Q. Young, Rebekah Sugarman, Eric S. Holmboe, et al.
Journal of Graduate Medical Education (2019) Vol. 11, Iss. 5, pp. 570-579
Open Access | Times Cited: 18
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