Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

History and practice of competency‐based assessment
Stephen J. Lurie
Medical Education (2011) Vol. 46, Iss. 1, pp. 49-57
Closed Access | Times Cited: 134

Showing 1-25 of 134 citing articles:

The Case for Use of Entrustable Professional Activities in Undergraduate Medical Education
H. Carrie Chen, W. E. Sjoukje Van den Broek, Olle ten Cate
Academic Medicine (2014) Vol. 90, Iss. 4, pp. 431-436
Closed Access | Times Cited: 353
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
Competencies and Frameworks in Interprofessional Education
Jill Thistlethwaite, Dawn Forman, Lynda R. Matthews, et al.
Academic Medicine (2014) Vol. 89, Iss. 6, pp. 869-875
Open Access | Times Cited: 199
Competency-Based Education, Entrustable Professional Activities, and the Power of Language
Olle ten Cate
Journal of Graduate Medical Education (2013) Vol. 5, Iss. 1, pp. 6-7
Open Access | Times Cited: 148
Reconceptualizing Variable Rater Assessments as Both an Educational and Clinical Care Problem
Jennifer R. Kogan, Lisa N. Conforti, William Iobst, et al.
Academic Medicine (2014) Vol. 89, Iss. 5, pp. 721-727
Open Access | Times Cited: 137
International consensus statement on the assessment of interprofessional learning outcomes
Gary David Rogers, Jill Thistlethwaite, Liz Anderson, et al.
Medical Teacher (2016) Vol. 39, Iss. 4, pp. 347-359
Open Access | Times Cited: 137
Assessing Trainees and Making Entrustment Decisions: On the Nature and Use of Entrustment-Supervision Scales
Olle ten Cate, Alan Schwartz, H. Carrie Chen
Academic Medicine (2020) Vol. 95, Iss. 11, pp. 1662-1669
Open Access | Times Cited: 127
Reflections on Competency-Based Education and Training for Surgical Residents
Ranil Sonnadara, Carween Mui, Sydney McQueen, et al.
Journal of surgical education (2013) Vol. 71, Iss. 1, pp. 151-158
Closed Access | Times Cited: 126
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
Competency-based education: The essential basis of pre-service education for the professional midwifery workforce
Judith T. Fullerton, Joyce Beebe Thompson, Peter Johnson
Midwifery (2013) Vol. 29, Iss. 10, pp. 1129-1136
Closed Access | Times Cited: 92
The Development of Entrustable Professional Activities for Internal Medicine Residency Training
Kelly J. Caverzagie, Thomas G. Cooney, Paul A. Hemmer, et al.
Academic Medicine (2014) Vol. 90, Iss. 4, pp. 479-484
Open Access | Times Cited: 88
Competency-based medical education: the discourse of infallibility
Victoria Boyd, Cynthia Whitehead, Patricia Thille, et al.
Medical Education (2017) Vol. 52, Iss. 1, pp. 45-57
Closed Access | Times Cited: 80
Implementation of an Intern Boot Camp Curriculum to Address Clinical Competencies Under the New Accreditation Council for Graduate Medical Education Supervision Requirements and Duty Hour Restrictions
Aleksandra Krajewski, Dawn Filippa, Ilene Staff, et al.
JAMA Surgery (2013) Vol. 148, Iss. 8, pp. 727-727
Closed Access | Times Cited: 79
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
Teaching diversity to medical undergraduates: Curriculum development, delivery and assessment. AMEE GUIDE No. 103
Nisha Dogra, Farah Bhatti, Candan Ertubey, et al.
Medical Teacher (2015) Vol. 38, Iss. 4, pp. 323-337
Closed Access | Times Cited: 68
The effects of strength-based versus deficit-based self-regulated learning strategies on students’ effort intentions
Djoerd Hiemstra, Nico W. Van Yperen
Motivation and Emotion (2015) Vol. 39, Iss. 5, pp. 656-668
Open Access | Times Cited: 66
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
Study the past if you would define the future: Historical methods in medical education scholarship
Rachel Ellaway, Anna MacLeod, Susan van Schalkwyk, et al.
Medical Education (2025)
Open Access
Toward a research agenda for competency-based medical education
Larry D. Gruppen, Jason R. Frank, Jocelyn Lockyer, et al.
Medical Teacher (2017) Vol. 39, Iss. 6, pp. 623-630
Closed Access | Times Cited: 58
Interprofessional education: implications and development for medical education
Jill Thistlethwaite
Educación Médica (2015) Vol. 16, Iss. 1, pp. 68-73
Open Access | Times Cited: 50
Do OSCE progress test scores predict performance in a national high-stakes examination?
Debra Pugh, Farhan Bhanji, Gary Cole, et al.
Medical Education (2016) Vol. 50, Iss. 3, pp. 351-358
Closed Access | Times Cited: 49
Could entrustable professional activities support assessment in optometric clinical education in Australia and New Zealand?
Kathleen Watt, Isabelle Jalbert, P. Jhala, et al.
Clinical and Experimental Optometry (2025), pp. 1-8
Closed Access
Delphi Study to Evaluate Competency Comprehensive Assessment System for Professional Degree of Dentistry
Jie Yang, Yu Liu, Wenqi Wei, et al.
Journal of Dental Education (2025)
Open Access
Progress testing: is there a role for the OSCE?
Debra Pugh, Claire Touchie, Timothy J. Wood, et al.
Medical Education (2014) Vol. 48, Iss. 6, pp. 623-631
Closed Access | Times Cited: 46
A Milestone in the Milestones Movement: the JGME Milestones Supplement
Gail M. Sullivan, Deborah Simpson, Thomas G. Cooney, et al.
Journal of Graduate Medical Education (2013) Vol. 5, Iss. 1s1, pp. 1-4
Open Access | Times Cited: 46
Page 1 - Next Page

Scroll to top