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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:

Stakes in the eye of the beholder: an international study of learners’ perceptions within programmatic assessment
Suzanne Schut, Erik W. Driessen, Jan van Tartwijk, et al.
Medical Education (2018) Vol. 52, Iss. 6, pp. 654-663
Open Access | Times Cited: 114

Showing 1-25 of 114 citing articles:

Resident Perceptions of Assessment and Feedback in Competency-Based Medical Education: A Focus Group Study of One Internal Medicine Residency Program
Leora Branfield Day, Amy Miles, Shiphra Ginsburg, et al.
Academic Medicine (2020) Vol. 95, Iss. 11, pp. 1712-1717
Open Access | Times Cited: 82
Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education
Suzanne Schut, Lauren A. Maggio, Sylvia Heeneman, et al.
Perspectives on Medical Education (2020) Vol. 10, Iss. 1, pp. 6-13
Open Access | Times Cited: 78
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles
Sylvia Heeneman, Lubberta H. de Jong, Luke Dawson, et al.
Medical Teacher (2021) Vol. 43, Iss. 10, pp. 1139-1148
Open Access | Times Cited: 75
The Effect of Assessments on Student Motivation for Learning and Its Outcomes in Health Professions Education: A Review and Realist Synthesis
Rashmi A. Kusurkar, César Orsini, Sunia Somra, et al.
Academic Medicine (2023) Vol. 98, Iss. 9, pp. 1083-1092
Open Access | Times Cited: 24
Design and Implementation of a National Program of Assessment Model – Integrating Entrustable Professional Activity Assessments in Canadian Specialist Postgraduate Medical Education
Warren J. Cheung, Farhan Bhanji, Wade Gofton, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 44-55
Open Access | Times Cited: 13
Coaching Versus Competency to Facilitate Professional Identity Formation
Adam P. Sawatsky, Brandon M. Huffman, Frederic W. Hafferty
Academic Medicine (2020) Vol. 95, Iss. 10, pp. 1511-1514
Open Access | Times Cited: 68
Managing tensions in assessment: moving beyond either–or thinking
Marjan Govaerts, Cees van der Vleuten, Eric S. Holmboe
Medical Education (2018) Vol. 53, Iss. 1, pp. 64-75
Open Access | Times Cited: 67
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
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
Twelve tips to afford students agency in programmatic assessment
Janica Jamieson, Dario Torre
Medical Teacher (2025), pp. 1-9
Closed Access
Multiple‐role mentoring: mentors’ conceptualisations, enactments and role conflicts
Stephanie N. E. Meeuwissen, Renée E. Stalmeijer, Marjan Govaerts
Medical Education (2019) Vol. 53, Iss. 6, pp. 605-615
Open Access | Times Cited: 48
You can have both: Coaching to promote clinical competency and professional identity formation
Andrew S. Parsons, Rachel H. Kon, Margaret Plews-Ogan, et al.
Perspectives on Medical Education (2020) Vol. 10, Iss. 1, pp. 57-63
Open Access | Times Cited: 46
Between trust and control: Teachers' assessment conceptualisations within programmatic assessment
Suzanne Schut, Sylvia Heeneman, Beth Bierer, et al.
Medical Education (2020) Vol. 54, Iss. 6, pp. 528-537
Open Access | Times Cited: 43
From Grading to Assessment for Learning: A Qualitative Study of Student Perceptions Surrounding Elimination of Core Clerkship Grades and Enhanced Formative Feedback
Lee Seligman, Abdikarin Abdullahi, Arianne Teherani, et al.
Teaching and Learning in Medicine (2020) Vol. 33, Iss. 3, pp. 314-325
Closed Access | Times Cited: 41
Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice
Dario Torre, Neil Rice, Anna Ryan, et al.
Medical Teacher (2021) Vol. 43, Iss. 10, pp. 1149-1160
Open Access | Times Cited: 37
Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review
Hannah Anderson, Joshua Kurtz, Daniel C. West
Academic Medicine (2021) Vol. 96, Iss. 11S, pp. S164-S174
Open Access | Times Cited: 33
Programmatic assessment for learning: A programmatically designed assessment for the purpose of learning: AMEE Guide No. 174
Dario Torre, Lambert Schuwirth
Medical Teacher (2024), pp. 1-16
Closed Access | Times Cited: 4
Programmatic assessment: the process, rationale and evidence for modern evaluation approaches in medical education
Cees van der Vleuten, Iris Lindemann, Lisa Schmidt
The Medical Journal of Australia (2018) Vol. 209, Iss. 9, pp. 386-388
Open Access | Times Cited: 39
Attending Emergency Physicians’ Perceptions of a Programmatic Workplace-Based Assessment System: The McMaster Modular Assessment Program (McMAP)
Anita Acai, Shelly‐Anne Li, Jonathan Sherbino, et al.
Teaching and Learning in Medicine (2019) Vol. 31, Iss. 4, pp. 434-444
Open Access | Times Cited: 36
Fostering a Feedback Mindset: A Qualitative Exploration of Medical Students’ Feedback Experiences With Longitudinal Coaches
Brian Bakke, Leslie Sheu, Karen E. Hauer
Academic Medicine (2019) Vol. 95, Iss. 7, pp. 1057-1065
Open Access | Times Cited: 36
A Narrative Study of Equity in Clinical Assessment Through the Antideficit Lens
Arianne Teherani, Sandra Pérez, Virginie Muller-Juge, et al.
Academic Medicine (2020) Vol. 95, Iss. 12S, pp. S121-S130
Open Access | Times Cited: 32
Trust, power and learning in workplace‐based assessment: The trainee perspective
Damian J. Castanelli, Jennifer Weller, Elizabeth Molloy, et al.
Medical Education (2021) Vol. 56, Iss. 3, pp. 280-291
Open Access | Times Cited: 30
Key considerations in planning and designing programmatic assessment in competency-based medical education
Shelley Ross, Karen E. Hauer, Keith Wycliffe-Jones, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 758-764
Closed Access | Times Cited: 28
Student perspectives on programmatic assessment in a large medical programme: A critical realist analysis
Chris Roberts, Priya Khanna, Jane Bleasel, et al.
Medical Education (2022) Vol. 56, Iss. 9, pp. 901-914
Open Access | Times Cited: 19
Understanding the influence of teacher–learner relationships on learners’ assessment perception
Suzanne Schut, Jan van Tartwijk, Erik W. Driessen, et al.
Advances in Health Sciences Education (2019) Vol. 25, Iss. 2, pp. 441-456
Open Access | Times Cited: 34
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