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X Demographics
Mendeley readers
Attention Score in Context
| Title |
Taking the lead from our colleagues in medical education: the use of images of the in-vivo setting in teaching concepts of pharmaceutical science
|
|---|---|
| Published in |
Journal of Pharmaceutical Policy and Practice, July 2017
|
| DOI | 10.1186/s40545-017-0110-1 |
| Pubmed ID | |
| Authors |
Louise E. Curley, Julia Kennedy, Jordan Hinton, Ali Mirjalili, Darren Svirskis |
| Abstract |
Despite pharmaceutical sciences being a core component of pharmacy curricula, few published studies have focussed on innovative methodologies to teach the content. This commentary identifies imaging techniques which can visualise oral dosage forms in-vivo and observe formulation disintegration in order to achieve a better understanding of in-vivo performance. Images formed through these techniques can provide students with a deeper appreciation of the fate of oral formulations in the body compared to standard disintegration and dissolution testing, which is conducted in-vitro. Such images which represent the in-vivo setting can be used in teaching to give context to both theory and experimental work, thereby increasing student understanding and enabling teaching of pharmaceutical sciences supporting students to correlate in-vitro and in-vivo processes. |
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.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 2 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Science communicators (journalists, bloggers, editors) | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 10 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 10 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 3 | 30% |
| Lecturer > Senior Lecturer | 1 | 10% |
| Student > Bachelor | 1 | 10% |
| Student > Doctoral Student | 1 | 10% |
| Student > Master | 1 | 10% |
| Other | 1 | 10% |
| Unknown | 2 | 20% |
| Readers by discipline | Count | As % |
|---|---|---|
| Pharmacology, Toxicology and Pharmaceutical Science | 3 | 30% |
| Medicine and Dentistry | 3 | 30% |
| Social Sciences | 1 | 10% |
| Unknown | 3 | 30% |
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 01 November 2017.
All research outputs
#15,469,838
of 22,988,380 outputs
Outputs from Journal of Pharmaceutical Policy and Practice
#307
of 413 outputs
Outputs of similar age
#178,855
of 283,559 outputs
Outputs of similar age from Journal of Pharmaceutical Policy and Practice
#8
of 8 outputs
Altmetric has tracked 22,988,380 research outputs across all sources so far. This one is in the 22nd percentile – i.e., 22% of other outputs scored the same or lower than it.
So far Altmetric has tracked 413 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 11.2. This one is in the 15th percentile – i.e., 15% 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 283,559 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 28th percentile – i.e., 28% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 8 others from the same source and published within six weeks on either side of this one.