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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:

Should candidate scores be adjusted for interviewer stringency or leniency in the multiple mini-interview?
Chris Roberts, Imogene Rothnie, Nathan Zoanetti, et al.
Medical Education (2010) Vol. 44, Iss. 7, pp. 690-698
Open Access | Times Cited: 54

Showing 1-25 of 54 citing articles:

The Multiple Mini-Interview (MMI) for student selection in health professions training – A systematic review
Allan Pau, Kamalan Jeevaratnam, Yu Sui Chen, et al.
Medical Teacher (2013) Vol. 35, Iss. 12, pp. 1027-1041
Closed Access | Times Cited: 184
Evidence regarding the utility of multiple mini-interview (MMI) for selection to undergraduate health programs: A BEME systematic review: BEME Guide No. 37
Eliot L. Rees, Ashley Hawarden, Gordon Dent, et al.
Medical Teacher (2016) Vol. 38, Iss. 5, pp. 443-455
Closed Access | Times Cited: 123
Multiple mini-interviews: same concept, different approaches
Mirjana Knorr, Johanna Hissbach
Medical Education (2014) Vol. 48, Iss. 12, pp. 1157-1175
Closed Access | Times Cited: 101
The multiple mini-interview in the UK context: 3 years of experience at Dundee
Jon Dowell, Bonnie Lynch, Hettie Till, et al.
Medical Teacher (2012) Vol. 34, Iss. 4, pp. 297-304
Closed Access | Times Cited: 69
Multiple Mini Interview as an admission tool in higher education: Insights from a systematic review
Muhamad Saiful Bahri Yusoff
Journal of Taibah University Medical Sciences (2019) Vol. 14, Iss. 3, pp. 203-240
Open Access | Times Cited: 47
Professional judgement: a social practice perspective on a multiple mini-interview for specialty training selection
Chris Roberts, Annette Burgess, Karyn Mossman, et al.
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
The validity of a behavioural multiple-mini-interview within an assessment centre for selection into specialty training
Chris Roberts, Tyler Clark, Annette Burgess, et al.
BMC Medical Education (2014) Vol. 14, Iss. 1
Open Access | Times Cited: 43
Cutting costs of multiple mini-interviews – changes in reliability and efficiency of the Hamburg medical school admission test between two applications
Johanna Hissbach, Susanne Sehner, Sigrid Harendza, et al.
BMC Medical Education (2014) Vol. 14, Iss. 1
Open Access | Times Cited: 37
Peer assessment of professional behaviours in problem-based learning groups
Chris Roberts, Christine Jorm, Stacey Gentilcore, et al.
Medical Education (2017) Vol. 51, Iss. 4, pp. 390-400
Open Access | Times Cited: 36
A Standardized Rubric to Evaluate Student Presentations
Michael J. Peeters, Eric G. Sahloff, Gregory E. Stone
American Journal of Pharmaceutical Education (2010) Vol. 74, Iss. 9, pp. 171-171
Open Access | Times Cited: 40
MRCGP CSA: are the examiners biased, favouring their own by sex, ethnicity, and degree source?
Mei Ling Denney, Adrian Freeman, Richard Wakeford
British Journal of General Practice (2013) Vol. 63, Iss. 616, pp. e718-e725
Open Access | Times Cited: 35
A method for identifying extreme OSCE examiners
Ilona Bartman, Sydney Smee, Marguerite Roy
The Clinical Teacher (2013) Vol. 10, Iss. 1, pp. 27-31
Closed Access | Times Cited: 31
Improving Student Selection Using Multiple Mini-Interviews With Multifaceted Rasch Modeling
Hettie Till, Carol M. Myford, Jonathan Dowell
Academic Medicine (2012) Vol. 88, Iss. 2, pp. 216-223
Open Access | Times Cited: 29
Interviewer bias in medical student selection
Barbara Griffin, Ian Wilson
The Medical Journal of Australia (2010) Vol. 193, Iss. 6, pp. 343-346
Closed Access | Times Cited: 29
Interviewer bias in medical student selection
Barbara Griffin, Ian Wilson
The Medical Journal of Australia (2010) Vol. 193, Iss. 8, pp. 486-486
Closed Access | Times Cited: 24
Construct validity of multiple mini interviews – Investigating the role of stations, skills, and raters using Bayesian G-theory
Simon M. Breil, Boris Forthmann, Anike Hertel-Waszak, et al.
Medical Teacher (2019) Vol. 42, Iss. 2, pp. 164-171
Open Access | Times Cited: 17
Examiners’ decision‐making processes in observation‐based clinical examinations
Bunmi S. Malau‐Aduli, Richard Hays, Karen D’Souza, et al.
Medical Education (2020) Vol. 55, Iss. 3, pp. 344-353
Open Access | Times Cited: 15
Qualitative analysis of MMI raters’ scorings of medical school candidates: A matter of taste?
Mette Krogh Christensen, Eva Lykkegaard, Ole Lund, et al.
Advances in Health Sciences Education (2017) Vol. 23, Iss. 2, pp. 289-310
Open Access | Times Cited: 16
Strategies for increasing the feasibility of performance assessments during competency-based education: Subjective and objective evaluations correlate in the operating room
Péter Szász, Marisa Louridas, Kenneth A. Harris, et al.
The American Journal of Surgery (2016) Vol. 214, Iss. 2, pp. 365-372
Closed Access | Times Cited: 12
Hawks and Doves: Adjusting for Bias in Residency Interview Scoring
László Király, Elizabeth N. Dewey, Karen J. Brasel
Journal of surgical education (2020) Vol. 77, Iss. 6, pp. e132-e137
Closed Access | Times Cited: 12
Multiple mini-interviews as a selection tool for initial teacher education admissions
Riitta‐Leena Metsäpelto, Jukka Utriainen, Anna‐Maija Poikkeus, et al.
Teaching and Teacher Education (2022) Vol. 113, pp. 103660-103660
Open Access | Times Cited: 7
Candidate Evaluation Using Targeted Construct Assessment in the Multiple Mini-Interview: A Multifaceted Rasch Model Analysis
Jacqueline E. McLaughlin, David Singer, Wendy C. Cox
Teaching and Learning in Medicine (2016) Vol. 29, Iss. 1, pp. 68-74
Closed Access | Times Cited: 11
Challenges Facing Medical Residents' Satisfaction in the Middle East: A Report From United Arab Emirates
Mahera Abdulrahman, Khalil I. Qayed, Hisham H. AlHammadi, et al.
Teaching and Learning in Medicine (2015) Vol. 27, Iss. 4, pp. 387-394
Closed Access | Times Cited: 10
“On the same page”? The effect of GP examiner feedback on differences in rating severity in clinical assessments: a pre/post intervention study
Nancy Sturman, Remo Ostini, Wai Yee Amy Wong, et al.
BMC Medical Education (2017) Vol. 17, Iss. 1
Open Access | Times Cited: 10
Impact of Structured Feedback on Examiner Judgements in Objective Structured Clinical Examinations (OSCEs) Using Generalisability Theory
Wai Yee Amy Wong, Chris Roberts, Jill Thistlethwaite
Health Professions Education (2020) Vol. 6, Iss. 2, pp. 271-281
Open Access | Times Cited: 9
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