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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:

In defence of constructivist, utility‐driven psychometrics for the ‘post‐psychometric era’
Jacob Pearce
Medical Education (2019) Vol. 54, Iss. 2, pp. 99-102
Closed Access | Times Cited: 13

Showing 13 citing articles:

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
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
A philosophical history of programmatic assessment: tracing shifting configurations
Jacob Pearce, Walter Tavares
Advances in Health Sciences Education (2021) Vol. 26, Iss. 4, pp. 1291-1310
Closed Access | Times Cited: 20
Shaping future practices: German-speaking medical and dental students’ perceptions of artificial intelligence in healthcare
Sebastian Fitzek, Anna Choi
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 2
Towards a more nuanced conceptualisation of differential examiner stringency in OSCEs
Matt Homer
Advances in Health Sciences Education (2023) Vol. 29, Iss. 3, pp. 919-934
Open Access | Times Cited: 5
Cognitive diagnostic modelling in healthcare professions education: an eye-opener
Carlos Fernando Collares
Advances in Health Sciences Education (2022) Vol. 27, Iss. 2, pp. 427-440
Open Access | Times Cited: 9
Shaping the right conditions in programmatic assessment: how quality of narrative information affects the quality of high-stakes decision-making
Lubberta H. de Jong, Harold G. J. Bok, Lonneke H. Schellekens, et al.
BMC Medical Education (2022) Vol. 22, Iss. 1
Open Access | Times Cited: 8
The potential use of Bayesian Networks to support committee decisions in programmatic assessment
Nathan Zoanetti, Jacob Pearce
Medical Education (2020) Vol. 55, Iss. 7, pp. 808-817
Closed Access | Times Cited: 8
Implicit and inferred: on the philosophical positions informing assessment science
Walter Tavares, Kathryn Hodwitz, Paula Rowland, et al.
Advances in Health Sciences Education (2021) Vol. 26, Iss. 5, pp. 1597-1623
Closed Access | Times Cited: 7
Re-conceptualising and accounting for examiner (cut-score) stringency in a ‘high frequency, small cohort’ performance test
Matt Homer
Advances in Health Sciences Education (2020) Vol. 26, Iss. 2, pp. 369-383
Open Access | Times Cited: 6
Attending to Variable Interpretations of Assessment Science and Practice
Walter Tavares, Jacob Pearce
Teaching and Learning in Medicine (2023) Vol. 36, Iss. 2, pp. 244-252
Closed Access | Times Cited: 1
On Educational Assessment Theory: A High-Level Discussion of Adolphe Quetelet, Platonism, and Ergodicity
Patrick F. Bloniasz
Philosophies (2021) Vol. 6, Iss. 2, pp. 46-46
Open Access | Times Cited: 1
What do student experiences of programmatic assessment tell us about scoring programmatic assessment data?
Jacob Pearce
Medical Education (2022) Vol. 56, Iss. 9, pp. 872-875
Closed Access
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