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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:

Entrustable professional activities in health care education: a scoping review
Shefaly Shorey, Tang Ching Lau, Siew Tiang Lau, et al.
Medical Education (2019) Vol. 53, Iss. 8, pp. 766-777
Open Access | Times Cited: 175

Showing 1-25 of 175 citing articles:

Entrustment Decision Making: Extending Miller’s Pyramid
Olle ten Cate, Carol Carraccio, Arvin Damodaran, et al.
Academic Medicine (2020) Vol. 96, Iss. 2, pp. 199-204
Open Access | Times Cited: 104
Implementation of Entrustable Professional Activities into a General Surgery Residency
Christopher C. Stahl, Eric Collins, Sarah Jung, et al.
Journal of surgical education (2020) Vol. 77, Iss. 4, pp. 739-748
Open Access | Times Cited: 64
Scoping reviews in medical education: A scoping review
Lauren A. Maggio, Kelsey L. Larsen, Aliki Thomas, et al.
Medical Education (2020) Vol. 55, Iss. 6, pp. 689-700
Open Access | Times Cited: 55
Entrustable professional activities in entry‐level health professional education: A scoping review
Andrea Bramley, Lisa McKenna
Medical Education (2021) Vol. 55, Iss. 9, pp. 1011-1032
Closed Access | Times Cited: 52
Entrustable Professional Activities and Entrustment Decision Making: A Development and Research Agenda for the Next Decade
Olle ten Cate, Dorene F. Balmer, Holly Caretta‐Weyer, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S96-S104
Open Access | Times Cited: 48
Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review
Severin Pinilla, Eric Lenouvel, Andrea Cantisani, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 46
The logic behind entrustable professional activity frameworks: A scoping review of the literature
Marije P. Hennus, Marjel van Dam, Stephen Gauthier, et al.
Medical Education (2022) Vol. 56, Iss. 9, pp. 881-891
Open Access | Times Cited: 28
The Core Curriculum for Cardiovascular Nurses and Allied Professionals
Lis Neubeck, Catherine Sheldrick Ross, Jennifer Jones, et al.
European Journal of Cardiovascular Nursing (2023) Vol. 22, Iss. 7, pp. e62-e113
Open Access | Times Cited: 18
Twelve tips to develop entrustable professional activities
Marije P. Hennus, Jennie B. Jarrett, David Taylor, et al.
Medical Teacher (2023) Vol. 45, Iss. 7, pp. 701-707
Closed Access | Times Cited: 17
Exploring the Quality of Feedback in Entrustable Professional Activity Narratives Across 24 Residency Training Programs
Elizabeth Clement, Anna Oswald, Soumyaditya Ghosh, et al.
Journal of Graduate Medical Education (2024) Vol. 16, Iss. 1, pp. 23-29
Open Access | Times Cited: 6
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
Feedback and formative assessment—looking backwards to move forward
Nora McCarthy, Karen Neville, Andrew Pope
Discover Education (2025) Vol. 4, Iss. 1
Open Access
Factors influencing the incorporation of Entrustable Professional Activities into assessment in nutrition and dietetics education: A systematic review
Ryan Surace, Claire Palermo, Judi Porter
Nutrition & Dietetics (2025)
Open Access
Delivering a bespoke education programme and learning framework for the integrated speech & language therapy head and neck cancer service across Cheshire and Merseyside, within the UK
Catriona Fleming, Hannah Robinson
Current Opinion in Otolaryngology & Head & Neck Surgery (2025)
Closed 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
A Six-Step Model for Developing Competency Frameworks in the Healthcare Professions
Alan M Batt, Brett Williams, Jessica A. J. Rich, et al.
Frontiers in Medicine (2021) Vol. 8
Open Access | Times Cited: 30
Making prospective entrustment decisions: Knowing limits, seeking help and defaulting
Daniel J. Schumacher, Catherine D. Michelson, Ariel S. Winn, et al.
Medical Education (2022) Vol. 56, Iss. 9, pp. 892-900
Closed Access | Times Cited: 19
Beyond communication: an update on transforming healthcare teams
Gabriela Fernández Castillo, Maha Khalid, Eduardo Salas
Frontiers in Medicine (2024) Vol. 11
Open Access | Times Cited: 3
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
Clarifying essential terminology in entrustment
Daniel J. Schumacher, Olle ten Cate, Arvin Damodaran, et al.
Medical Teacher (2021) Vol. 43, Iss. 7, pp. 737-744
Closed Access | Times Cited: 23
Transdisciplinary entrustable professional activities
Inge Pool, Saskia Hofstra, Marieke van der Horst, et al.
Medical Teacher (2023) Vol. 45, Iss. 9, pp. 1019-1024
Closed Access | Times Cited: 9
Reimagining Core Entrustable Professional Activities for Undergraduate Medical Education in the Era of Artificial Intelligence
Sarah Marie Jacobs, Neva Lundy, S. Barry Issenberg, et al.
JMIR Medical Education (2023) Vol. 9, pp. e50903-e50903
Open Access | Times Cited: 9
Entrustable Professional Activities in Psychiatry: A Systematic Review
Severin Pinilla, Eric Lenouvel, Werner Strik, et al.
Academic Psychiatry (2019) Vol. 44, Iss. 1, pp. 37-45
Closed Access | Times Cited: 26
The Resident Learning Journey in the Medical Intensive Care Unit
Tyler L. Herzog, Adam P. Sawatsky, Diana J. Kelm, et al.
ATS Scholar (2023) Vol. 4, Iss. 2, pp. 177-190
Open Access | Times Cited: 8
The viability of interprofessional entrustable professional activities
Olle ten Cate, Inge Pool
Advances in Health Sciences Education (2019) Vol. 25, Iss. 5, pp. 1255-1262
Closed Access | Times Cited: 23
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