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Senior medical student perceived ability and experience in giving peer feedback in formative long case examinations

Overview of attention for article published in BMC Medical Education, May 2013
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Title
Senior medical student perceived ability and experience in giving peer feedback in formative long case examinations
Published in
BMC Medical Education, May 2013
DOI 10.1186/1472-6920-13-79
Pubmed ID
Authors

Annette W Burgess, Chris Roberts, Kirsten I Black, Craig Mellis

Abstract

Learning to provide feedback on a peer's performance in formative clinical assessments can be a valuable way of enriching the students' own learning experience. Students are often reluctant to provide honest, critical feedback to their peers. Nevertheless, it is an area of practice that is important to develop as students report feeling ill prepared in feedback techniques when entering the medical workforce. We sought to investigate students' perceptions of their ability to provide feedback to their peers using the positive critique method, and their perceived benefits and challenges during the experience.

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The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 121 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 1 <1%
Unknown 120 99%

Demographic breakdown

Readers by professional status Count As %
Student > Bachelor 17 14%
Student > Master 15 12%
Researcher 10 8%
Student > Ph. D. Student 8 7%
Other 7 6%
Other 26 21%
Unknown 38 31%
Readers by discipline Count As %
Medicine and Dentistry 55 45%
Nursing and Health Professions 5 4%
Social Sciences 5 4%
Computer Science 3 2%
Arts and Humanities 3 2%
Other 13 11%
Unknown 37 31%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 15 April 2016.
All research outputs
#20,455,210
of 25,138,857 outputs
Outputs from BMC Medical Education
#3,204
of 3,914 outputs
Outputs of similar age
#151,422
of 199,969 outputs
Outputs of similar age from BMC Medical Education
#34
of 39 outputs
Altmetric has tracked 25,138,857 research outputs across all sources so far. This one is in the 10th percentile – i.e., 10% of other outputs scored the same or lower than it.
So far Altmetric has tracked 3,914 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.4. This one is in the 5th percentile – i.e., 5% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 199,969 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 12th percentile – i.e., 12% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 39 others from the same source and published within six weeks on either side of this one. This one is in the 5th percentile – i.e., 5% of its contemporaries scored the same or lower than it.