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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:

Changing the culture of assessment: the dominance of the summative assessment paradigm
Christopher Harrison, Karen D. Könings, Lambert Schuwirth, et al.
BMC Medical Education (2017) Vol. 17, Iss. 1
Open Access | Times Cited: 83

Showing 1-25 of 83 citing articles:

Assessment, feedback and the alchemy of learning
Christopher Watling, Shiphra Ginsburg
Medical Education (2018) Vol. 53, Iss. 1, pp. 76-85
Closed Access | Times Cited: 310
Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138
Karen D. Könings, Serge B. R. Mordang, Frank W.J.M. Smeenk, et al.
Medical Teacher (2020) Vol. 43, Iss. 8, pp. 924-936
Open Access | Times Cited: 107
Beyond “formative”: assessments to enrich student learning
Kulamakan Kulasegaram, P. K. Rangachari
AJP Advances in Physiology Education (2018) Vol. 42, Iss. 1, pp. 5-14
Open Access | Times Cited: 95
A history of assessment in medical education
Lambert Schuwirth, Cees van der Vleuten
Advances in Health Sciences Education (2020) Vol. 25, Iss. 5, pp. 1045-1056
Closed Access | Times Cited: 84
Feedback and coaching
Adelle Atkinson, Christopher Watling, Paul L.P. Brand
European Journal of Pediatrics (2021) Vol. 181, Iss. 2, pp. 441-446
Open Access | Times Cited: 64
The impact on student achievement of an assessment for learning teacher professional development program
Jitske de Vries, Andria Dimosthenous, Kim Schildkamp, et al.
Studies In Educational Evaluation (2022) Vol. 74, pp. 101184-101184
Open Access | Times Cited: 40
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
Theoretical considerations on programmatic assessment
Dario Torre, Lambert Schuwirth, Cees van der Vleuten
Medical Teacher (2019) Vol. 42, Iss. 2, pp. 213-220
Open Access | Times Cited: 63
The Culture of Professional Self-Realization as a Fundamental Factor of Students’ Internet Communication in the Modern Educational Environment of Higher Education
Maria Odinokaya, Tatyana Krepkaia, Oksana Sheredekina, et al.
Education Sciences (2019) Vol. 9, Iss. 3, pp. 187-187
Open Access | Times Cited: 58
Assessment of communication skills
Cees van der Vleuten, Valerie van den Eertwegh, Esther Giroldi
Patient Education and Counseling (2019) Vol. 102, Iss. 11, pp. 2110-2113
Open Access | Times Cited: 46
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
Assessment model blending formative and summative assessments using the SOLO taxonomy
Gunnel Svensäter, Madeleine Rohlin
European Journal Of Dental Education (2022) Vol. 27, Iss. 1, pp. 149-157
Open Access | Times Cited: 22
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
Perceptions of Medical Teaching Staff Toward the Twelve Roles of Teachers at Almogtarebeen University: A Cross-Sectional Study
Yahaya Adam, Daffalla Alam Elhuda, Mustafa Khidir Mustafa Elnimeiri, et al.
Research Square (Research Square) (2025)
Closed Access
Relationships as the Backbone of Feedback: Exploring Preceptor and Resident Perceptions of Their Behaviors During Feedback Conversations
Subha Ramani, Karen D. Könings, Shiphra Ginsburg, et al.
Academic Medicine (2019) Vol. 95, Iss. 7, pp. 1073-1081
Open Access | Times Cited: 42
Meaningful feedback through a sociocultural lens
Subha Ramani, Karen D. Könings, Shiphra Ginsburg, et al.
Medical Teacher (2019) Vol. 41, Iss. 12, pp. 1342-1352
Open Access | Times Cited: 41
Illuminating Transformative Learning/Assessment: Infusing Creativity, Reciprocity, and Care Into Higher Education
Michelle Searle, Claire Ahn, Lynn Fels, et al.
Journal of Transformative Education (2021) Vol. 19, Iss. 4, pp. 339-365
Closed Access | Times Cited: 28
An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions
Dario Torre, Lambert Schuwirth, Cees van der Vleuten, et al.
Medical Teacher (2022) Vol. 44, Iss. 8, pp. 928-937
Open Access | Times Cited: 21
Analysis of testing with multiple choice versus open‐ended questions: Outcome‐based observations in an anatomy course
Cheryl Vasan, David O. DeFouw, Bart Holland, et al.
Anatomical Sciences Education (2017) Vol. 11, Iss. 3, pp. 254-261
Closed Access | Times Cited: 38
Shadow systems in assessment: how supervisors make progress decisions in practice
Damian J. Castanelli, Jennifer Weller, Elizabeth Molloy, et al.
Advances in Health Sciences Education (2019) Vol. 25, Iss. 1, pp. 131-147
Closed Access | Times Cited: 32
Fostering uncertainty tolerance in anatomy education: Lessons learned from how humanities, arts and social science (HASS) educators develop learners' uncertainty tolerance
Michelle D. Lazarus, Amany Gouda‐Vossos, Angela Ziebell, et al.
Anatomical Sciences Education (2022) Vol. 16, Iss. 1, pp. 128-147
Open Access | Times Cited: 16
Reflection on the teaching of student-centred formative assessment in medical curricula: an investigation from the perspective of medical students
Tianjiao Ma, Yin Li, Hua Yuan, et al.
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 9
Multiple Choice vs. Fill-In Problems: The Trade-off Between Scalability and Learning
Ashish Gurung, Kirk Vanacore, Andrew McReynolds, et al.
(2024), pp. 507-517
Open Access | Times Cited: 3
Designing feedback processes in the workplace-based learning of undergraduate health professions education: a scoping review
Javiera Fuentes‐Cimma, Dominique Sluijsmans, Arnoldo Riquelme, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 3
Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment
Paul L.P. Brand, Debbie Jaarsma, Cees van der Vleuten
Perspectives on Medical Education (2020) Vol. 10, Iss. 1, pp. 50-56
Open Access | Times Cited: 26
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