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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 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

Showing 1-25 of 52 citing articles:

The educational paradigm shift—a phenomenographic study of medical teachers’ experiences of practices
Sanna Brauer, Jaana Kettunen, Anna Levy, et al.
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 22
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
What are the learning objectives in surgical training – a systematic literature review of the surgical competence framework
Niklas Pakkasjärvi, Henrika Anttila, Kirsi Pyhältö
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 5
Could entrustable professional activities support assessment in optometric clinical education in Australia and New Zealand?
Kathleen Watt, Isabelle Jalbert, P. Jhala, et al.
Clinical and Experimental Optometry (2025), pp. 1-8
Closed Access
Entrustable professional ethical actions (EPEAs): pioneering a new paradigm for bioethics training & assessment in graduate medical education
Russell DˈSouza, Mary Mathew, Krishna Mohan Surapaneni
International Journal of Ethics Education (2025)
Closed 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
Entrustable professional activities (EPAs) for undergraduate medical education – development and exploration of social validity
Christina Gummesson, Stina Alm, Anna Cederborg, et al.
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 9
Geriatric medicine learning objectives and entrustable professional activities in undergraduate medical curricula: a scoping review
Tasslem von Streng Paats, Tahir Masud, Sören Huwendiek, et al.
Age and Ageing (2022) Vol. 51, Iss. 5
Open Access | Times Cited: 12
Learning, teaching and assessment in health professional education and scholarship in the next 50 years
Chinthaka Balasooriya, Kayley Lyons, Michael Tran, et al.
Focus on Health Professional Education A Multi-Professional Journal (2024) Vol. 25, Iss. 2, pp. 110-129
Open Access | Times Cited: 2
Implementation and Evaluation of Entrustable Professional Activities for a Pharmacy Intern Training Program in Australia
Carmen Abeyaratne, Kirsten Galbraith
American Journal of Pharmaceutical Education (2024), pp. 101308-101308
Open Access | Times Cited: 2
Transforming the landscape of obesity education - The Canadian obesity education competencies
Joseph Roshan Abraham, Taniya S. Nagpal, Nicole Pearce, et al.
Obesity Pillars (2023) Vol. 8, pp. 100091-100091
Open Access | Times Cited: 5
Would I Trust or Will I Trust? The Gap between Entrustment Determinations and Entrustment Decisions for Trainees in Pharmacy and Other Health Professions
Olle ten Cate, Jennie B. Jarrett
Pharmacy (2023) Vol. 11, Iss. 3, pp. 107-107
Open Access | Times Cited: 5
Entrustable Professional Activities in Clinical Education
Catherine Corrigan, Katherine Moran, Karen Kesten, et al.
Nurse Educator (2022) Vol. 47, Iss. 5, pp. 261-266
Closed Access | Times Cited: 8
Effectiveness of an online program using telesimulation for academic–clinical collaboration in preparing nurse preceptors’ roles
Sok Ying Liaw, Khairul Dzakirin Bin Rusli, Lisa McKenna, et al.
Journal of Clinical Nursing (2022) Vol. 32, Iss. 7-8, pp. 1115-1124
Open Access | Times Cited: 8
Development and evaluation of Entrustable Professional Activities embedded in an e‐portfolio for work‐based assessment in community and public health dietetics
Andrea Bramley, Adrienne Forsyth, Lisa McKenna
Health & Social Care in the Community (2022) Vol. 30, Iss. 6
Open Access | Times Cited: 8
Using entrustable professional activities to better prepare students for their postgraduatemedical training: A medical student’s perspective
Sarah Kuehl, Jennifer O. Spicer
Perspectives on Medical Education (2022) Vol. 11, Iss. 6, pp. 359-364
Open Access | Times Cited: 8
The development and introduction of entrustable professional activities at 2 community-based chiropractic student preceptorship sites in the United States
Jordan A. Gliedt, Kevin S. Mathers, Jeffrey A. King, et al.
Journal of Chiropractic Education (2024) Vol. 38, Iss. 2, pp. 161-171
Open Access | Times Cited: 1
American Dental Education Association Compendium Entrustable Professional Activities Workgroup report
Vidya Ramaswamy, Theodora Danciu, Erinne Kennedy, et al.
Journal of Dental Education (2024) Vol. 88, Iss. 5, pp. 639-653
Closed Access | Times Cited: 1
Telemedicine entrustable professional activities for nurses in long-term care: A modified Delphi study
Apphia Jia Qi Tan, Lisa McKenna, Andrea Bramley, et al.
Nurse Education Today (2024) Vol. 140, pp. 106264-106264
Closed Access | Times Cited: 1
Designing near-peer mentoring for work integrated learning outcomes: a systematic review
Merrolee Penman, Joanna Tai, Gretel Evans, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 1
Rethinking IPE duration: a five-year comparative analysis of competency development across two introductory IPE course models
Peter Scal, Brian Sick, Christine Arenson, et al.
Journal of Interprofessional Care (2024), pp. 1-8
Closed 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
Validity and Educational Impact of Clinical Entrustable Professional Activities Linked to the Nutrition Care Process for Work-Based Assessment of Entry-Level Dietetics Students: Evaluation of a 3-Year Implementation Study in Australia
Andrea Bramley, Adrienne Forsyth, Lisa McKenna
Journal of the Academy of Nutrition and Dietetics (2022) Vol. 123, Iss. 4, pp. 614-625.e7
Closed Access | Times Cited: 6
Allied health workforce development for participant-led services: structures for student placements in the National Disability Insurance Scheme
Stacie Attrill, Kristen Foley, Hailay Abrha Gesesew, et al.
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 3
Entrustable professional activities of graduate accredited General Medical Sonographers in Australia – Industry perceptions
C. Edwards, Rebecca Perry, Deanne Chester, et al.
Journal of Medical Radiation Sciences (2023) Vol. 70, Iss. 3, pp. 229-238
Open Access | Times Cited: 3
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