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A framework for production of systematic review based briefings to support evidence-informed decision-making

Overview of attention for article published in Systematic Reviews, July 2012
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About this Attention Score

  • In the top 25% of all research outputs scored by Altmetric
  • High Attention Score compared to outputs of the same age (93rd percentile)
  • High Attention Score compared to outputs of the same age and source (81st percentile)

Mentioned by

blogs
1 blog
twitter
23 X users

Citations

dimensions_citation
23 Dimensions

Readers on

mendeley
117 Mendeley
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Title
A framework for production of systematic review based briefings to support evidence-informed decision-making
Published in
Systematic Reviews, July 2012
DOI 10.1186/2046-4053-1-32
Pubmed ID
Authors

Duncan Chambers, Paul Wilson

Abstract

We have developed a framework for translating existing sources of synthesized and quality-assessed evidence, primarily systematic reviews, into actionable messages in the form of short accessible briefings. The service aims to address real-life problems in response to requests from decision-makers.Development of the framework was based on a scoping review of existing resources and our initial experience with two briefing topics, including models of service provision for young people with eating disorders. We also drew on previous experience in dissemination research and practice. Where appropriate, we made use of the SUPporting POlicy relevant Reviews and Trials (SUPPORT) tools for evidence-informed policymaking.

X Demographics

X Demographics

The data shown below were collected from the profiles of 23 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 117 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Canada 4 3%
Spain 2 2%
United Kingdom 1 <1%
Unknown 110 94%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 19 16%
Student > Master 19 16%
Researcher 17 15%
Professor 11 9%
Professor > Associate Professor 7 6%
Other 29 25%
Unknown 15 13%
Readers by discipline Count As %
Medicine and Dentistry 32 27%
Social Sciences 19 16%
Psychology 13 11%
Nursing and Health Professions 9 8%
Computer Science 8 7%
Other 18 15%
Unknown 18 15%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 20. 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 18 December 2014.
All research outputs
#1,654,479
of 23,573,357 outputs
Outputs from Systematic Reviews
#264
of 2,048 outputs
Outputs of similar age
#10,077
of 165,919 outputs
Outputs of similar age from Systematic Reviews
#2
of 11 outputs
Altmetric has tracked 23,573,357 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 92nd percentile: it's in the top 10% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 2,048 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.9. This one has done well, scoring higher than 87% 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 165,919 tracked outputs that were published within six weeks on either side of this one in any source. This one has done particularly well, scoring higher than 93% of its contemporaries.
We're also able to compare this research output to 11 others from the same source and published within six weeks on either side of this one. This one has done well, scoring higher than 81% of its contemporaries.