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Mendeley readers
| Title |
Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan
|
|---|---|
| Published in |
BMC Medical Education, January 2021
|
| DOI | 10.1186/s12909-020-02460-3 |
| Pubmed ID | |
| Authors |
Yasushi Matsuyama, Motoyuki Nakaya, Jimmie Leppink, Cees van der Vleuten, Yoshikazu Asada, Adam Jon Lebowitz, Teppei Sasahara, Yu Yamamoto, Masami Matsumura, Akira Gomi, Shizukiyo Ishikawa, Hitoaki Okazaki |
Mendeley readers
The data shown below were compiled from readership statistics for 103 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 103 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Lecturer | 10 | 10% |
| Student > Bachelor | 10 | 10% |
| Student > Doctoral Student | 6 | 6% |
| Lecturer > Senior Lecturer | 5 | 5% |
| Student > Ph. D. Student | 5 | 5% |
| Other | 20 | 19% |
| Unknown | 47 | 46% |
| Readers by discipline | Count | As % |
|---|---|---|
| Medicine and Dentistry | 20 | 19% |
| Nursing and Health Professions | 8 | 8% |
| Arts and Humanities | 6 | 6% |
| Social Sciences | 5 | 5% |
| Psychology | 4 | 4% |
| Other | 11 | 11% |
| Unknown | 49 | 48% |