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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:

Between trust and control: Teachers' assessment conceptualisations within programmatic assessment
Suzanne Schut, Sylvia Heeneman, Beth Bierer, et al.
Medical Education (2020) Vol. 54, Iss. 6, pp. 528-537
Open Access | Times Cited: 43

Showing 1-25 of 43 citing articles:

Perspectives of Online Education in Pakistan: Post-covid Scenario
Moattar Farrukh, Tariq Rahim Soomro, Taher M. Ghazal, et al.
Studies in computational intelligence (2023), pp. 519-550
Closed Access | Times Cited: 63
Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles
Sylvia Heeneman, Lubberta H. de Jong, Luke Dawson, et al.
Medical Teacher (2021) Vol. 43, Iss. 10, pp. 1139-1148
Open Access | Times Cited: 78
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: 41
Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice
Dario Torre, Neil Rice, Anna Ryan, et al.
Medical Teacher (2021) Vol. 43, Iss. 10, pp. 1149-1160
Open Access | Times Cited: 39
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: 5
Trust, power and learning in workplace‐based assessment: The trainee perspective
Damian J. Castanelli, Jennifer Weller, Elizabeth Molloy, et al.
Medical Education (2021) Vol. 56, Iss. 3, pp. 280-291
Open Access | Times Cited: 30
Twelve tips to afford students agency in programmatic assessment
Janica Jamieson, Dario Torre
Medical Teacher (2025), pp. 1-9
Closed Access
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: 21
Context of assessment in competency-based nursing education: Semi-structured interviews in nursing education institutions in a low-income country
Eva Mukurunge, Champion N. Nyoni, Lizemari Hugo
Nurse Education Today (2024) Vol. 146, pp. 106529-106529
Closed Access | Times Cited: 3
Entrustment Unpacked: Aligning Purposes, Stakes, and Processes to Enhance Learner Assessment
Benjamin Kinnear, Eric J. Warm, Holly Caretta‐Weyer, et al.
Academic Medicine (2021) Vol. 96, Iss. 7S, pp. S56-S63
Open Access | Times Cited: 16
Dual purposes by design: exploring alignment between residents’ and academic advisors’ documents in a longitudinal program
Shiphra Ginsburg, Lynfa Stroud, Ryan Brydges, et al.
Advances in Health Sciences Education (2024) Vol. 29, Iss. 5, pp. 1631-1647
Closed Access | Times Cited: 2
Navigating Confidentiality Dilemmas in Student Support: An Institutional Ethnography Informed Study
Emmanuel Tan, Gráinne P. Kearney, Jennifer Cleland, et al.
Perspectives on Medical Education (2024) Vol. 13, Iss. 1
Open Access | Times Cited: 2
Implementing programmatic assessment transforms supervisor attitudes: An explanatory sequential mixed methods study
Janica Jamieson, Margaret Hay, Simone Gibson, et al.
Medical Teacher (2021) Vol. 43, Iss. 6, pp. 709-717
Closed Access | Times Cited: 13
Digitized Simulation and Gamified Pedagogy in a First Year Accounting Core Subject
Viktor Arity, Gillian Vesty, Belinda Moloney
(2023), pp. 361-393
Closed Access | Times Cited: 4
Between theory and practice: educators’ perceptions on assessment quality criteria and its impact on student learning
Lonneke H. Schellekens, W.D.J. Kremer, Marieke F. van der Schaaf, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 4
Evolution or revolution to programmatic assessment: Considering unintended consequences of assessment change
Anna Ryan, Deborah O’Mara, Mike Tweed
Focus on Health Professional Education A Multi-Professional Journal (2023), pp. 185-195
Open Access | Times Cited: 4
Workplace-based assessments of entrustable professional activities in a psychiatry core clerkship: an observational study
Severin Pinilla, Alexandra Kyrou, Stefan Klöppel, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 9
Concordance of Narrative Comments with Supervision Ratings Provided During Entrustable Professional Activity Assessments
Andrew S. Parsons, Kelley Mark, James R. Martindale, et al.
Journal of General Internal Medicine (2022) Vol. 37, Iss. 9, pp. 2200-2207
Open Access | Times Cited: 6
“It Changed How I Think”—Impact of Programmatic Assessment Upon Practicing Physicians: A Qualitative Study
Jessica Greenfield, Kelli Qua, Richard A. Prayson, et al.
Medical Science Educator (2023) Vol. 33, Iss. 4, pp. 963-974
Open Access | Times Cited: 2
Combining Support and Assessment in Health Professions Education: Mentors’ and Mentees’ Experiences in a Programmatic Assessment Context
Lianne M. Loosveld, Erik W. Driessen, M.D. Theys, et al.
Perspectives on Medical Education (2023) Vol. 12, Iss. 1
Open Access | Times Cited: 2
Role of faculty characteristics in failing to fail in clinical clerkships
Jennifer L. Swails, Meghana A. Gadgil, Heath Goodrum, et al.
Medical Education (2022) Vol. 56, Iss. 6, pp. 634-640
Closed Access | Times Cited: 3
Safeguarding fairness in assessments—How teachers develop joint practices
Linda Barman, Cormac McGrath, Staffan Josephsson, et al.
Medical Education (2022) Vol. 56, Iss. 6, pp. 651-659
Open Access | Times Cited: 3
“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
Assessment of Clinical Reasoning in Undergraduate Medical Education: A Pragmatic Approach to Programmatic Assessment
Todd A. Guth, Rachel Wolfe, Ofelia Martinez, et al.
Academic Medicine (2024) Vol. 99, Iss. 8, pp. 912-921
Closed Access
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