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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:

The Assessment Burden in Competency-Based Medical Education: How Programs Are Adapting
Adam Szulewski, Heather Braund, Damon J. Dagnone, et al.
Academic Medicine (2023) Vol. 98, Iss. 11, pp. 1261-1267
Open Access | Times Cited: 28

Showing 1-25 of 28 citing articles:

Large language models for generating medical examinations: systematic review
Yaara Artsi, Vera Sorin, Eli Konen, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 32
Effect of a competence based medical education program on training quality in Intensive Care Medicine. COBALIDATION TRIAL
Álvaro Castellanos-Ortega, María Jesús Broch Porcar, D. Palacios-Castañeda, et al.
Medicina Intensiva (English Edition) (2025), pp. 502126-502126
Open Access | Times Cited: 2
The Next Era of Assessment: Building a Trustworthy Assessment System
Holly Caretta‐Weyer, Alina Smirnova, Michael Barone, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 12-23
Open Access | Times Cited: 5
Evaluating Competence by Design as a Large System Change Initiative: Readiness, Fidelity, and Outcomes
Andrew K. Hall, Anna Oswald, Jason R. Frank, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1, pp. 95-107
Open Access | Times Cited: 5
Cost identification in health professions education: A scoping review
Jennifer Yaros, Chloé A. de Mortier, Mirjam oude Egbrink, et al.
Medical Education (2024) Vol. 58, Iss. 8, pp. 920-929
Open Access | Times Cited: 4
Creating a culture of coaching: examining clinical teachers’ coaching behaviors through a behavior change lens
Jessica Trier, Jennifer Turnnidge, Cailie S. McGuire, et al.
Advances in Health Sciences Education (2025)
Closed Access
The importance of human interaction for curriculum and school life satisfaction among Japanese medical graduates: A web-based survey study
Nobuyasu Komasawa, Masanao Yokohira
PLoS ONE (2025) Vol. 20, Iss. 4, pp. e0319683-e0319683
Open Access
A realist synthesis of prospective entrustment decision making by entrustment or clinical competency committees
Daniel J. Schumacher, Catherine D. Michelson, Ariel S. Winn, et al.
Medical Education (2023) Vol. 58, Iss. 7, pp. 812-824
Closed Access | Times Cited: 7
Large language models for generating medical examinations: systematic review
Yaara Artsi, Vera Sorin, Eli Konen, et al.
medRxiv (Cold Spring Harbor Laboratory) (2024)
Open Access | Times Cited: 2
Lessons learned spanning 17 years of experience with three consecutive nationwide competency based medical education training plans
Merel H de Heer, Erik W. Driessen, Pim W. Teunissen, et al.
Frontiers in Medicine (2024) Vol. 11
Open Access | Times Cited: 2
“Doing well”: Intraoperative entrustable professional activity assessments provided limited technical feedback
Riley Brian, Natalie Rodriguez, Connie J. Zhou, et al.
Surgery Open Science (2024) Vol. 18, pp. 93-97
Open Access | Times Cited: 1
Co-designing Entrustable Professional Activities in General Practitioner’s training: a participatory research study
Vasiliki Andreou, Sanne Peters, Jan Eggermont, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 1
„WeiterbildungPLUS“: eLogbuch, Entrustable Professional Activities & Co.
Leonie Fée Kröger, Jan-Marcus Haus, Leonie Schulte‐Uentrop, et al.
AINS - Anästhesiologie · Intensivmedizin · Notfallmedizin · Schmerztherapie (2024) Vol. 59, Iss. 10, pp. 559-568
Closed Access | Times Cited: 1
Large language models for generating medical examinations: systematic review
Yaara Artsi, Vera Sorin, Eli Konen, et al.
Research Square (Research Square) (2024)
Open Access
“They were very very nice but just not very good”: The interplay between resident–supervisor relationships and assessment in the emergency setting
Suzanne Laurin, Véronique Castonguay, Valérie Dory, et al.
AEM Education and Training (2024) Vol. 8, Iss. 2
Open Access
The best of both worlds: Assessing trainee progression in the era of competency based medical education
Stephen Gauthier, Rose Hatala
Medical Education (2024) Vol. 58, Iss. 7, pp. 769-771
Open Access
Basic Training in Palliative Medicine for Internal Medicine Residents: Pilot Testing of a Canadian Model in Switzerland
Andreas Samuel Ebneter, Ebru Kaya, Petra Mair, et al.
Palliative Medicine Reports (2024) Vol. 5, Iss. 1, pp. 171-176
Open Access
Was it all worth it? A graduating resident perspective on CBME
Portia Kalun, Heather Braund, Andrew McGuire, et al.
Medical Teacher (2024), pp. 1-9
Closed Access
Competency based medical education implementation at the institutional level: A cross-discipline comparative program evaluation
Heather Braund, Damon Dagnone, Andrew K. Hall, et al.
Medical Teacher (2024), pp. 1-8
Open Access
Fixing disconnects: Exploring the emergence of principled adaptations in a competency‐based curriculum
Mary Ott, L. Dengler, Kathryn Hibbert, et al.
Medical Education (2024)
Open Access
Development and validation of the questionnaire of OSCE's educational effects
Masoumeh Rahimi, Ehsan Bastanhagh, Ali Azemati, et al.
Journal of Evaluation in Clinical Practice (2024)
Closed Access
Relevance of Competency Based Education for Architectural Education in India
Nikhil S. Kohale, Pradeep G. Kini, Ciraj Mohammed
F1000Research (2024) Vol. 13, pp. 835-835
Open Access
Using implementation science to evaluate longitudinal assessment of entrutable professional activities in dental education
Rocio B. Quiñonez, Cheryl A. Vamos, Renice Obure, et al.
Journal of Dental Education (2024)
Closed Access
LearningViz: a dashboard for visualizing, analyzing and closing learning performance gaps—a case study approach
Bo Pei, Ying Cheng, Alex Ambrose, et al.
Smart Learning Environments (2024) Vol. 11, Iss. 1
Open Access


Revista de salud publica del Paraguay (2023) Vol. 13, Iss. 2
Open Access
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