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Feasibility and sustainability of an interactive team-based learning method for medical education during a severe faculty shortage in Zimbabwe

Overview of attention for article published in BMC Medical Education, March 2014
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  • Good Attention Score compared to outputs of the same age (67th percentile)
  • Average Attention Score compared to outputs of the same age and source

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Citations

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156 Mendeley
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Title
Feasibility and sustainability of an interactive team-based learning method for medical education during a severe faculty shortage in Zimbabwe
Published in
BMC Medical Education, March 2014
DOI 10.1186/1472-6920-14-63
Pubmed ID
Authors

Jacob Gray, Golden T Fana, Thomas B Campbell, James G Hakim, Margaret Z Borok, Eva M Aagaard

Abstract

In 2010, in the midst of the human immunodeficiency virus (HIV) epidemic in Zimbabwe, 69% of faculty positions in the Department of Medicine of the University of Zimbabwe College of Health Sciences (UZ-CHS) were vacant. To address the ongoing need to train highly skilled HIV clinicians with only a limited number of faculty, we developed and implemented a course for final-year medical students focused on HIV care using team-based learning (TBL) methods.

X Demographics

X Demographics

The data shown below were collected from the profiles of 4 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 156 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 2 1%
Brazil 1 <1%
Unknown 153 98%

Demographic breakdown

Readers by professional status Count As %
Student > Master 27 17%
Researcher 19 12%
Unspecified 11 7%
Student > Doctoral Student 10 6%
Lecturer 9 6%
Other 54 35%
Unknown 26 17%
Readers by discipline Count As %
Medicine and Dentistry 55 35%
Social Sciences 24 15%
Nursing and Health Professions 13 8%
Unspecified 11 7%
Computer Science 3 2%
Other 22 14%
Unknown 28 18%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 4. 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 12 April 2014.
All research outputs
#7,343,662
of 22,753,345 outputs
Outputs from BMC Medical Education
#1,306
of 3,303 outputs
Outputs of similar age
#73,033
of 224,802 outputs
Outputs of similar age from BMC Medical Education
#28
of 54 outputs
Altmetric has tracked 22,753,345 research outputs across all sources so far. This one has received more attention than most of these and is in the 67th percentile.
So far Altmetric has tracked 3,303 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.4. This one has gotten more attention than average, scoring higher than 60% of its peers.
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 224,802 tracked outputs that were published within six weeks on either side of this one in any source. This one has gotten more attention than average, scoring higher than 67% of its contemporaries.
We're also able to compare this research output to 54 others from the same source and published within six weeks on either side of this one. This one is in the 48th percentile – i.e., 48% of its contemporaries scored the same or lower than it.