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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:

How faculty members experience workplace-based assessment rater training: a qualitative study
Jennifer R. Kogan, Lisa N. Conforti, Elizabeth Bernabeo, et al.
Medical Education (2015) Vol. 49, Iss. 7, pp. 692-708
Closed Access | Times Cited: 79

Showing 1-25 of 79 citing articles:

The promise, perils, problems and progress of competency-based medical education
Claire Touchie, Olle ten Cate
Medical Education (2015) Vol. 50, Iss. 1, pp. 93-100
Closed Access | Times Cited: 176
Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education
Jennifer R. Kogan, Rose Hatala, Karen E. Hauer, et al.
Perspectives on Medical Education (2017) Vol. 6, Iss. 5, pp. 286-305
Open Access | Times Cited: 123
Rater cognition: review and integration of research findings
Geneviève Gauthier, Christina St‐Onge, Walter Tavares
Medical Education (2016) Vol. 50, Iss. 5, pp. 511-522
Closed Access | Times Cited: 80
Constructing a Shared Mental Model for Faculty Development for the Core Entrustable Professional Activities for Entering Residency
Michele A. Favreau, Linda Tewksbury, Carla Lupi, et al.
Academic Medicine (2016) Vol. 92, Iss. 6, pp. 759-764
Open Access | Times Cited: 57
Workplace‐based assessments in postgraduate medical education: A hermeneutic review
Shaun Prentice, Jill Benson, Emily Kirkpatrick, et al.
Medical Education (2020) Vol. 54, Iss. 11, pp. 981-992
Closed Access | Times Cited: 44
Entrustment Ratings in Internal Medicine Training: Capturing Meaningful Supervision Decisions or Just Another Rating?
Rose Hatala, Shiphra Ginsburg, Karen E. Hauer, et al.
Journal of General Internal Medicine (2019) Vol. 34, Iss. 5, pp. 740-743
Open Access | Times Cited: 43
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
How well do workplace‐based assessments support summative entrustment decisions? A multi‐institutional generalisability study
Michael S. Ryan, Katherine A. Gielissen, Dong‐Ho Shin, et al.
Medical Education (2024) Vol. 58, Iss. 7, pp. 825-837
Open Access | Times Cited: 4
Evaluating the Strengths and Barriers of Competency-Based Education in the Health Professions
Jennie B. Jarrett, Abigail T. Elmes, Eden Keller, et al.
American Journal of Pharmaceutical Education (2024) Vol. 88, Iss. 6, pp. 100709-100709
Open Access | Times Cited: 4
Developing End-of-Training Entrustable Professional Activities for Psychiatry: Results and Methodological Lessons
John Q. Young, Caitlin Hasser, Erick Hung, et al.
Academic Medicine (2017) Vol. 93, Iss. 7, pp. 1048-1054
Open Access | Times Cited: 45
Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour
Laury P. J. W. M. de Jonge, Angelique Timmerman, Marjan Govaerts, et al.
Advances in Health Sciences Education (2017) Vol. 22, Iss. 5, pp. 1213-1243
Open Access | Times Cited: 41
How Culture Is Understood in Faculty Development in the Health Professions: A Scoping Review
Lerona Dana Lewis, Yvonne Steinert
Academic Medicine (2019) Vol. 95, Iss. 2, pp. 310-319
Open Access | Times Cited: 35
Cognitive influences on complex performance assessment: Lessons from the interplay between medicine and psychology.
Kevin W. Eva
Journal of Applied Research in Memory and Cognition (2018) Vol. 7, Iss. 2, pp. 177-188
Closed Access | Times Cited: 34
Taking stock of what is known about faculty development in competency-based medical education: A scoping review paper
Giovanna Sirianni, Susan Glover Takahashi, Jeff Myers
Medical Teacher (2020) Vol. 42, Iss. 8, pp. 909-915
Open Access | Times Cited: 29
On the validity of summative entrustment decisions
Claire Touchie, Benjamin Kinnear, Daniel J. Schumacher, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 780-787
Closed Access | Times Cited: 24
Will Any Road Get You There? Examining Warranted and Unwarranted Variation in Medical Education
Eric S. Holmboe, Jennifer R. Kogan
Academic Medicine (2022) Vol. 97, Iss. 8, pp. 1128-1136
Open Access | Times Cited: 16
“Rater training” re-imagined for work-based assessment in medical education
Walter Tavares, Benjamin Kinnear, Daniel J. Schumacher, et al.
Advances in Health Sciences Education (2023) Vol. 28, Iss. 5, pp. 1697-1709
Closed Access | Times Cited: 9
Integrated and implicit: how residents learn CanMEDS roles by participating in practice
Nienke Renting, A. N. Janet Raat, Tim Dornan, et al.
Medical Education (2017) Vol. 51, Iss. 9, pp. 942-952
Open Access | Times Cited: 29
Quality Evaluation Scores are no more Reliable than Gestalt in Evaluating the Quality of Emergency Medicine Blogs: A METRIQ Study
Brent Thoma, Stefanie S. Sebok‐Syer, Isabelle N Colmers-Gray, et al.
Teaching and Learning in Medicine (2018) Vol. 30, Iss. 3, pp. 294-302
Closed Access | Times Cited: 28
Can Rater Training Improve the Quality and Accuracy of Workplace-Based Assessment Narrative Comments and Entrustment Ratings? A Randomized Controlled Trial
Jennifer R. Kogan, C. Jessica Dine, Lisa N. Conforti, et al.
Academic Medicine (2022) Vol. 98, Iss. 2, pp. 237-247
Open Access | Times Cited: 14
From opening the ‘black box’ to looking behind the curtain: cognition and context in assessor-based judgements
Victor Lee, Keira Brain, Jenepher Martin
Advances in Health Sciences Education (2018) Vol. 24, Iss. 1, pp. 85-102
Closed Access | Times Cited: 27
Work-based Assessment and Co-production in Postgraduate Medical Training.
Eric S. Holmboe
DOAJ (DOAJ: Directory of Open Access Journals) (2017) Vol. 34, Iss. 5, pp. Doc58-Doc58
Closed Access | Times Cited: 27
A Reliability Analysis of Entrustment-Derived Workplace-Based Assessments
Matthew Kelleher, Benjamin Kinnear, Dana Sall, et al.
Academic Medicine (2019) Vol. 95, Iss. 4, pp. 616-622
Open Access | Times Cited: 25
Frame-of-Reference Training: Establishing Reliable Assessment of Teaching Effectiveness
Lori R. Newman, Dara Brodsky, Richard N. Jones, et al.
Journal of Continuing Education in the Health Professions (2016) Vol. 36, Iss. 3, pp. 206-210
Closed Access | Times Cited: 24
Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences
John Q. Young, Rebekah Sugarman, Jessica Schwartz, et al.
Teaching and Learning in Medicine (2020) Vol. 32, Iss. 5, pp. 541-551
Closed Access | Times Cited: 21
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