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Personality Traits Affect Teaching Performance of Attending Physicians: Results of a Multi-Center Observational Study

Overview of attention for article published in PLOS ONE, May 2014
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About this Attention Score

  • In the top 25% of all research outputs scored by Altmetric
  • Good Attention Score compared to outputs of the same age (79th percentile)
  • Good Attention Score compared to outputs of the same age and source (73rd percentile)

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Citations

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38 Dimensions

Readers on

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131 Mendeley
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Title
Personality Traits Affect Teaching Performance of Attending Physicians: Results of a Multi-Center Observational Study
Published in
PLOS ONE, May 2014
DOI 10.1371/journal.pone.0098107
Pubmed ID
Authors

Renée A. Scheepers, Kiki M. J. M. H. Lombarts, Marcel A. G. van Aken, Maas Jan Heineman, Onyebuchi A. Arah

Abstract

Worldwide, attending physicians train residents to become competent providers of patient care. To assess adequate training, attending physicians are increasingly evaluated on their teaching performance. Research suggests that personality traits affect teaching performance, consistent with studied effects of personality traits on job performance and academic performance in medicine. However, up till date, research in clinical teaching practice did not use quantitative methods and did not account for specialty differences. We empirically studied the relationship of attending physicians' personality traits with their teaching performance across surgical and non-surgical specialties.

X Demographics

X Demographics

The data shown below were collected from the profiles of 10 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 131 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 3 2%
Colombia 1 <1%
Canada 1 <1%
Unknown 126 96%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 17 13%
Researcher 15 11%
Student > Master 13 10%
Student > Postgraduate 11 8%
Professor > Associate Professor 10 8%
Other 40 31%
Unknown 25 19%
Readers by discipline Count As %
Medicine and Dentistry 36 27%
Social Sciences 16 12%
Psychology 14 11%
Business, Management and Accounting 10 8%
Arts and Humanities 3 2%
Other 21 16%
Unknown 31 24%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 7. 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 28 January 2015.
All research outputs
#4,928,739
of 23,726,221 outputs
Outputs from PLOS ONE
#71,196
of 202,515 outputs
Outputs of similar age
#47,482
of 227,669 outputs
Outputs of similar age from PLOS ONE
#1,211
of 4,612 outputs
Altmetric has tracked 23,726,221 research outputs across all sources so far. Compared to these this one has done well and is in the 79th percentile: it's in the top 25% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 202,515 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 15.4. This one has gotten more attention than average, scoring higher than 64% 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 227,669 tracked outputs that were published within six weeks on either side of this one in any source. This one has done well, scoring higher than 79% of its contemporaries.
We're also able to compare this research output to 4,612 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 73% of its contemporaries.