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'In situ simulation' versus 'off site simulation' in obstetric emergencies and their effect on knowledge, safety attitudes, team performance, stress, and motivation: study protocol for a randomized…

Overview of attention for article published in Trials, January 2013
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2 X users

Citations

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Title
'In situ simulation' versus 'off site simulation' in obstetric emergencies and their effect on knowledge, safety attitudes, team performance, stress, and motivation: study protocol for a randomized controlled trial
Published in
Trials, January 2013
DOI 10.1186/1745-6215-14-220
Pubmed ID
Authors

Jette Sørensen, Cees Van der Vleuten, Jane Lindschou, Christian Gluud, Doris Østergaard, Vicki LeBlanc, Marianne Johansen, Kim Ekelund, Charlotte Albrechtsen, Berit Pedersen, Hanne Kjærgaard, Pia Weikop, Bent Ottesen

Abstract

Unexpected obstetric emergencies threaten the safety of pregnant women. As emergencies are rare, they are difficult to learn. Therefore, simulation-based medical education (SBME) seems relevant. In non-systematic reviews on SBME, medical simulation has been suggested to be associated with improved learner outcomes. However, many questions on how SBME can be optimized remain unanswered. One unresolved issue is how 'in situ simulation' (ISS) versus 'off site simulation' (OSS) impact learning. ISS means simulation-based training in the actual patient care unit (in other words, the labor room and operating room). OSS means training in facilities away from the actual patient care unit, either at a simulation centre or in hospital rooms that have been set up for this purpose.

X Demographics

X Demographics

The data shown below were collected from the profiles of 2 X users 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 317 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 2 <1%
United Kingdom 2 <1%
Indonesia 1 <1%
Ireland 1 <1%
Netherlands 1 <1%
Turkey 1 <1%
Brazil 1 <1%
Spain 1 <1%
Canada 1 <1%
Other 0 0%
Unknown 306 97%

Demographic breakdown

Readers by professional status Count As %
Student > Master 59 19%
Student > Ph. D. Student 41 13%
Researcher 31 10%
Student > Bachelor 28 9%
Student > Doctoral Student 23 7%
Other 77 24%
Unknown 58 18%
Readers by discipline Count As %
Medicine and Dentistry 117 37%
Nursing and Health Professions 41 13%
Psychology 24 8%
Social Sciences 23 7%
Engineering 7 2%
Other 32 10%
Unknown 73 23%
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 05 August 2013.
All research outputs
#17,729,864
of 25,986,827 outputs
Outputs from Trials
#24
of 45 outputs
Outputs of similar age
#196,936
of 292,078 outputs
Outputs of similar age from Trials
#83
of 122 outputs
Altmetric has tracked 25,986,827 research outputs across all sources so far. This one is in the 21st percentile – i.e., 21% of other outputs scored the same or lower than it.
So far Altmetric has tracked 45 research outputs from this source. They receive a mean Attention Score of 5.0. This one scored the same or higher as 21 of them.
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 292,078 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 23rd percentile – i.e., 23% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 122 others from the same source and published within six weeks on either side of this one. This one is in the 18th percentile – i.e., 18% of its contemporaries scored the same or lower than it.