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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:

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

Showing 1-25 of 61 citing articles:

Learning Analytics in Medical Education Assessment: The Past, the Present, and the Future
Teresa M. Chan, Stefanie S. Sebok‐Syer, Brent Thoma, et al.
AEM Education and Training (2018) Vol. 2, Iss. 2, pp. 178-187
Open Access | Times Cited: 103
A history of assessment in medical education
Lambert Schuwirth, Cees van der Vleuten
Advances in Health Sciences Education (2020) Vol. 25, Iss. 5, pp. 1045-1056
Closed Access | Times Cited: 84
Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference
Katharine Boursicot, Sandra Kemp, Tim Wilkinson, et al.
Medical Teacher (2020) Vol. 43, Iss. 1, pp. 58-67
Closed Access | Times Cited: 67
The impact of patient feedback on the medical performance of qualified doctors: a systematic review
Rebecca Baines, Sam Regan de Bere, Sebastian Stevens, et al.
BMC Medical Education (2018) Vol. 18, Iss. 1
Open Access | Times Cited: 66
Theoretical considerations on programmatic assessment
Dario Torre, Lambert Schuwirth, Cees van der Vleuten
Medical Teacher (2019) Vol. 42, Iss. 2, pp. 213-220
Open Access | Times Cited: 63
The wolf you feed: Challenging intraprofessional workplace‐based education norms
Renée E. Stalmeijer, Lara Varpio
Medical Education (2021) Vol. 55, Iss. 8, pp. 894-902
Open Access | Times Cited: 53
Numbers Encapsulate, Words Elaborate: Toward the Best Use of Comments for Assessment and Feedback on Entrustment Ratings
Shiphra Ginsburg, Christopher Watling, Daniel J. Schumacher, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S81-S86
Open Access | Times Cited: 40
Using Natural Language Processing to Evaluate the Quality of Supervisor Narrative Comments in Competency-Based Medical Education
Maxwell Spadafore, Yusuf Yılmaz, Veronica Rally, et al.
Academic Medicine (2024) Vol. 99, Iss. 5, pp. 534-540
Closed Access | Times Cited: 6
Evaluation of a National Competency-Based Assessment System in Emergency Medicine: A CanDREAM Study
Brent Thoma, Andrew K. Hall, Kevin Clark, et al.
Journal of Graduate Medical Education (2020) Vol. 12, Iss. 4, pp. 425-434
Open Access | Times Cited: 43
Best Practices in Formative Feedback in Resident Evaluations: A Narrative Review
Amy VanderStoep, Kereen Constant, Stephen M. Kavic
Journal of surgical education (2025) Vol. 82, Iss. 3, pp. 103417-103417
Closed Access
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
Rallying for Reflection: Pilot Use of Rubric to Facilitate Self‐Reflection in Dental Education
Margarita Katser, Brandon Veremis, Theodora Danciu, et al.
European Journal Of Dental Education (2025)
Open Access
How ‘Testing’ Has Become ‘Programmatic Assessment for Learning’
Lambert Schuwirth, Cees van der Vleuten
Health Professions Education (2018) Vol. 5, Iss. 3, pp. 177-184
Open Access | Times Cited: 38
Developing a video‐based method to compare and adjust examiner effects in fully nested OSCEs
Peter Yeates, Natalie Cope, Ashley Hawarden, et al.
Medical Education (2018) Vol. 53, Iss. 3, pp. 250-263
Open Access | Times Cited: 38
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
Taken Out of Context: Hazards in the Interpretation of Written Assessment Comments
Shiphra Ginsburg, Jennifer R. Kogan, Andrea Gingerich, et al.
Academic Medicine (2019) Vol. 95, Iss. 7, pp. 1082-1088
Open Access | Times Cited: 30
“Praise in Public; Criticize in Private”: Unwritable Assessment Comments and the Performance Information That Resists Being Written
Andrea Gingerich, Lorelei Lingard, Stefanie S. Sebok‐Syer, et al.
Academic Medicine (2024) Vol. 99, Iss. 11, pp. 1240-1246
Open Access | Times Cited: 3
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
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
Evaluating the Quality of Written Feedback Within Entrustable Professional Activities in an Internal Medicine Cohort
Lorenzo Madrazo, Jennifer DCruz, Natasha Correa, et al.
Journal of Graduate Medical Education (2023) Vol. 15, Iss. 1, pp. 74-80
Open Access | Times Cited: 7
Upward Feedback: Exploring Learner Perspectives on Giving Feedback to their Teachers
Katherine Wisener, Kimberlee Hart, Erik W. Driessen, et al.
Perspectives on Medical Education (2023) Vol. 12, Iss. 1
Open Access | Times Cited: 7
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
Assessment of clinical reasoning: three evolutions of thought
Lambert Schuwirth, Steven J. Durning, Svetlana King
Diagnosis (2020) Vol. 7, Iss. 3, pp. 191-196
Open Access | Times Cited: 20
Warnings in early narrative assessment that might predict performance in residency: signal from an internal medicine residency program
Matthew Kelleher, Benjamin Kinnear, Dana Sall, et al.
Perspectives on Medical Education (2021) Vol. 10, Iss. 6, pp. 334-340
Open Access | Times Cited: 16
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
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