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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:

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

Showing 1-25 of 46 citing articles:

What we measure … and what we should measure in medical education
John R. Boulet, Steven J. Durning
Medical Education (2018) Vol. 53, Iss. 1, pp. 86-94
Open Access | Times Cited: 68
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
Taking the sting out of assessment: is there a role for progress testing?
Debra Pugh, Glenn Regehr
Medical Education (2016) Vol. 50, Iss. 7, pp. 721-729
Closed Access | Times Cited: 49
Back to the future: An online OSCE Management Information System for nursing OSCEs
Pauline Meskell, Eimear Burke, Thomas Kropmans, et al.
Nurse Education Today (2015) Vol. 35, Iss. 11, pp. 1091-1096
Closed Access | Times Cited: 49
Is Cronbach’s alpha sufficient for assessing the reliability of the OSCE for an internal medicine course?
Aisha M. Al-Osail, Mona Hmoud AlSheikh, Emad M. Al-Osail, et al.
BMC Research Notes (2015) Vol. 8, Iss. 1
Open Access | Times Cited: 43
Assessment formats in dental medicine: An overview
Susanne Gerhard-Szép, Arndt Güntsch, Peter Pospiech, et al.
DOAJ (DOAJ: Directory of Open Access Journals) (2016)
Closed Access | Times Cited: 40
Measuring situation awareness and team effectiveness in pediatric acute care by using the situation global assessment technique
Ester Coolen, Jos Draaisma, Jan Loeffen
European Journal of Pediatrics (2019) Vol. 178, Iss. 6, pp. 837-850
Open Access | Times Cited: 37
The OSCE progress test – Measuring clinical skill development over residency training
Debra Pugh, Claire Touchie, Susan Humphrey‐Murto, et al.
Medical Teacher (2015) Vol. 38, Iss. 2, pp. 168-173
Closed Access | Times Cited: 36
How do formative objective structured clinical examinations drive learning? Analysis of residents’ perceptions
Debra Pugh, Isabelle Desjardins, Kevin W. Eva
Medical Teacher (2017) Vol. 40, Iss. 1, pp. 45-52
Open Access | Times Cited: 36
How well do final year undergraduate medical students master practical clinical skills?
Sylvère Störmann, Melanie Stankiewicz, Patricia Raes, et al.
DOAJ (DOAJ: Directory of Open Access Journals) (2016) Vol. 33, Iss. 4, pp. Doc58-Doc58
Closed Access | Times Cited: 31
Feedback in the OSCE: What Do Residents Remember?
Susan Humphrey‐Murto, Marika Mihok, Debra Pugh, et al.
Teaching and Learning in Medicine (2016) Vol. 28, Iss. 1, pp. 52-60
Closed Access | Times Cited: 28
Objective structured clinical examination versus traditional written examinations: a prospective observational study
Souhil Lebdai, Béatrice Bouvard, Ludovic Martin, et al.
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 7
Progress testing of an objective structured clinical examination during undergraduate clinical clerkship: a mixed-methods pilot study
Ikuo Shimizu, Junichiro Mori, Aiga Yamauchi, et al.
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 7
Impact of integrating objective structured clinical examination into academic student assessment: Large-scale experience in a French medical school
Alexandre Matet, Ludovic Fournel, F. Gaillard, et al.
PLoS ONE (2021) Vol. 16, Iss. 1, pp. e0245439-e0245439
Open Access | Times Cited: 17
Are rating scales really better than checklists for measuring increasing levels of expertise?
Timothy J. Wood, Debra Pugh
Medical Teacher (2019) Vol. 42, Iss. 1, pp. 46-51
Closed Access | Times Cited: 18
Entrustment within an objective structured clinical examination (OSCE) progress test: Bridging the gap towards competency-based medical education
Samantha Halman, Angel Fu, Debra Pugh
Medical Teacher (2020) Vol. 42, Iss. 11, pp. 1283-1288
Closed Access | Times Cited: 16
Lessons from the implementation of developmental progress assessment: A scoping review
Christina St‐Onge, Élise Vachon Lachiver, Serge Langevin, et al.
Medical Education (2020) Vol. 54, Iss. 10, pp. 878-887
Closed Access | Times Cited: 13
Innovative Method to Digitize a Web-Based OSCE Evaluation System for Medical Students: A Cross-Sectional Study in University Hospital in Saudi Arabia
Abdullah A. Yousef, Bassam H. Awary, Faisal O AlQurashi, et al.
International Journal of General Medicine (2022) Vol. Volume 15, pp. 1085-1095
Open Access | Times Cited: 8
A traditional or an innovative approach to assessment: The Assessment PROFILE
Ronald M. Harden, Pat Lilley
Medical Teacher (2024), pp. 1-8
Closed Access | Times Cited: 1
The challenges of detecting progress in generic competencies in the clinical setting
Valérie Dory, Carlos Gomez‐Garibello, Richard L. Cruess, et al.
Medical Education (2018) Vol. 52, Iss. 12, pp. 1259-1270
Closed Access | Times Cited: 14
Use of an Objective Structured Assessment of Technical Skill After a Sports Medicine Rotation
Tim Dwyer, Jesse Slade Shantz, Kulamakan Kulasegaram, et al.
Arthroscopy The Journal of Arthroscopic and Related Surgery (2016) Vol. 32, Iss. 12, pp. 2572-2581.e3
Open Access | Times Cited: 12
Done or Almost Done? Improving OSCE Checklists to Better Capture Performance in Progress Tests
Debra Pugh, Samantha Halman, Isabelle Desjardins, et al.
Teaching and Learning in Medicine (2016) Vol. 28, Iss. 4, pp. 406-414
Closed Access | Times Cited: 11
Progress on a New Kind of Progress Test: Assessing Medical Students’ Clinical Skills
Robin DeMuth, Jonathan Gold, Brian Mavis, et al.
Academic Medicine (2017) Vol. 93, Iss. 5, pp. 724-728
Open Access | Times Cited: 11
Using the multiple mini interview as an assessment strategy within the first year of a health professions curriculum
Michael D. Wolcott, Jacqueline M. Zeeman, Wendy C. Cox, et al.
BMC Medical Education (2018) Vol. 18, Iss. 1
Open Access | Times Cited: 9
Competency-Based Medical Education
Tim Dwyer, Sara Wright, Kulamakan Kulasegaram, et al.
Journal of Bone and Joint Surgery (2015) Vol. 97, Iss. 23, pp. 1985-1991
Closed Access | Times Cited: 7
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