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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:

Validity as a social imperative for assessment in health professions education: a concept analysis
Mélanie Marceau, Frances Gallagher, Meredith Young, et al.
Medical Education (2018) Vol. 52, Iss. 6, pp. 641-653
Open Access | Times Cited: 36

Showing 1-25 of 36 citing articles:

Reliability and validity of the Chinese version of the stroke upper limb capacity scale
Mingqiang Xia, Jingjing Ye, Yi Dong, et al.
Disability and Rehabilitation (2025), pp. 1-5
Closed Access
Current Trends and Opportunities for Competency Assessment in Pharmacy Education–A Literature Review
Hayley Croft, Conor Gilligan, Rohan Rasiah, et al.
Pharmacy (2019) Vol. 7, Iss. 2, pp. 67-67
Open Access | Times Cited: 49
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
Introducing the Next Era in Assessment
Alina Smirnova, Michael Barone, Sondra Zabar, et al.
Perspectives on Medical Education (2025) Vol. 14, Iss. 1
Open Access
Constructing Approaches to Entrustable Professional Activity Development that Deliver Valid Descriptions of Professional Practice
David Taylor, Yoon Soo Park, Christopher A. Smith, et al.
Teaching and Learning in Medicine (2020) Vol. 33, Iss. 1, pp. 89-97
Closed Access | Times Cited: 35
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
Epistemic Peerhood as a Model To Improve Gender-Affirming Care in Medical Education
L Weingärtner, Ryan Combs, Carrie Bohnert, et al.
Teaching and Learning in Medicine (2022) Vol. 36, Iss. 1, pp. 89-98
Closed Access | Times Cited: 18
How argumentation theory can inform assessment validity: A critical review
Benjamin Kinnear, Daniel J. Schumacher, Erik W. Driessen, et al.
Medical Education (2022) Vol. 56, Iss. 11, pp. 1064-1075
Open Access | Times Cited: 16
Exploring complexities in the reform of assessment practice: a critical realist perspective
Chris Roberts, Priya Khanna, Stuart Lane, et al.
Advances in Health Sciences Education (2021) Vol. 26, Iss. 5, pp. 1641-1657
Closed Access | Times Cited: 18
Validity in the Next Era of Assessment: Consequences, Social Impact, and Equity
Benjamin Kinnear, Christina St‐Onge, Daniel J. Schumacher, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 452-459
Open Access | Times Cited: 2
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
Making judgments based on reported observations of trainee performance: a scoping review in Health Professions Education
Patricia Lanoie Blanchette, Marie-Ève Poitras, Audrey‐Ann Lefebvre, et al.
Canadian Medical Education Journal (2024)
Open Access | Times Cited: 1
Eight ways to get a grip on validity as a social imperative
Mélanie Marceau, Meredith Young, Frances Gallagher, et al.
Canadian Medical Education Journal (2024)
Open Access | Times Cited: 1
Analysis of authentic assessment in health professions education: a scoping review and concept analysis protocol
Ethan Bazos, Andrea Quaiattini, Meredith Young
Canadian Medical Education Journal (2024)
Open Access | Times Cited: 1
Stakeholders’ perception on the implementation of Developmental Progress Assessment: using the Theoretical Domains Framework to document behavioral determinants
Christina St‐Onge, Élisabeth Boileau, Serge Langevin, et al.
Advances in Health Sciences Education (2022) Vol. 27, Iss. 3, pp. 735-759
Closed Access | Times Cited: 6
Undergraduate paramedic student competency assessment: A grounded theory study explaining how assessors in Australia and New Zealand determine student competency to practice
Anthony Clement Smith, Patrea Andersen, Michael Carey
Paramedicine (2023) Vol. 20, Iss. 4, pp. 94-106
Open Access | Times Cited: 3
Examinee Cohort Size and Item Analysis Guidelines for Health Professions Education Programs: A Monte Carlo Simulation Study
André-Sébastien Aubin, Meredith Young, Kevin W. Eva, et al.
Academic Medicine (2019) Vol. 95, Iss. 1, pp. 151-156
Open Access | Times Cited: 9
Collecting Validity Evidence: A Hands-on Workshop for Medical Education Assessment Instruments
Caroline R. Paul, Michael S. Ryan, Gary L. Beck Dallaghan, et al.
MedEdPORTAL (2019)
Open Access | Times Cited: 7
Sound Practices: An Exploratory Study of Building and Monitoring Multiple-Choice Exams at Canadian Undergraduate Medical Education Programs
Christina St‐Onge, Meredith Young, Jean‐Sébastien Renaud, et al.
Academic Medicine (2020) Vol. 96, Iss. 2, pp. 271-277
Open Access | Times Cited: 5
The Surgical Hazardous Attitudes Reflection Profile (SHARP) Instrument – A Prototype Study
Kirsten F. A. A. Dabekaussen, Renée A. Scheepers, Erik Heineman, et al.
Journal of surgical education (2019) Vol. 77, Iss. 2, pp. 422-437
Open Access | Times Cited: 4
Multi‐institutional Implementation of the National Clinical Assessment Tool in Emergency Medicine: Data From the First Year of Use
Katherine M. Hiller, Julianna Jung, Luan Lawson, et al.
AEM Education and Training (2020) Vol. 5, Iss. 2
Open Access | Times Cited: 4
Evaluating Student Clerkship Performance Using Multiple Assessment Components
Oladimeji Oki, Zoon Naqvi, William B. Jordan, et al.
PRiMER (2024) Vol. 8
Open Access
A multi-method approach to drafting candidate entrustable professional activities for a general internal medicine residency programme
Matteo Monti, Valérie Pittet, Sonia Frick, et al.
Schweizerische medizinische Wochenschrift (2024) Vol. 154, Iss. 5, pp. 3592-3592
Open Access
Legitimation Without Argumentation: An Empirical Discourse Analysis of ‘Validity as an Argument’ in Assessment
Benjamin Kinnear, Daniel J. Schumacher, Lara Varpio, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1
Open Access
The impact of prior performance information on subsequent assessment: is there evidence of retaliation in an anonymous multisource assessment system?
Bahar Saberzadeh-Ardestani, Ali Reza Sima, Bardia Khosravi, et al.
Advances in Health Sciences Education (2023) Vol. 29, Iss. 2, pp. 531-550
Closed Access | Times Cited: 1
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