Dataset Information

The relative citation ratio and the h-index among academic ophthalmologists: A retrospective cross-sectional analysis.

ABSTRACT:

Background

Limited research has evaluated the relative citation ratio (RCR), a novel measure of research productivity. Accordingly, there remains a minimal understanding of its practical value relative to established metrics such as the h-index. Here, we examined correlations between the mean and weighted RCR scores and the h-index and explore the influence of academic rank, career duration, PhD acquisition, and fellowship training on these metrics.

Methods

Data regarding the academic rank (e.g. assistant professor, associate professor, professor, or "other"), career duration, degrees, fellowship training, and research yield were collected for 1018 academic ophthalmologists practicing in the southern United States of America. The iCite and Scopus databases were utilized to quantify research yield via calculations of mean and weighted RCR, and h-index, respectively.

Results

Significant correlations were observed between the h-index and the mean (ρ = 0.62, P < 0.001) and weighted RCR (ρ = 0.84, P < 0.001). Advanced academic rank was associated with increased indices values. In a subset of ophthalmologists excluding members of the "other" category, career duration was moderately correlated with h-index (ρ = 0.45, P < 0.001), and weakly correlated with mean (ρ = 0.14, P < 0.001) and weighted (ρ = 0.26, P < 0.001) RCR. PhD and fellowship acquisition were associated with increased research yield.

Conclusion

The findings suggest that the RCR is an effective measure of research yield, while resolving deficiencies present in the h-index. Further research remains to characterize the RCR's value relative to other established markers of research productivity.

SUBMITTER: Patel PA

PROVIDER: S-EPMC8606875 | biostudies-literature |

REPOSITORIES: biostudies-literature

ACCESS DATA

Similar Datasets

Project description:BackgroundWith university material doubling over time, medical students need to learn how to become successful life-long learners. Overall a Deep Approach (DA) to learning, and Self-Regulation (SR) skills are among the elements with a potential to accelerate learning, and Student Engagement (SE) has been associated with better university outcomes. However, specific recommendations concerning what students should do are lacking. The aim of this study was to identify above-average students' specific attitudes and strategies toward learning.MethodsA cross-sectional analysis of the answers to the validated questionnaires Revised Study Process Questionnaire (R-SPQ-2F), SE, and Motivated Strategies for Learning Questionnaire (MSLQ) of 155 s and third-year students included in a prospective interventional study in the University of Navarre in September 2020 was performed. Students were stratified according to their standardized average mean in above-average (mean > 0) and below-average (mean ≤ 0).ResultsOverall, 67.1% of students scored higher in DA than in Surface Approach (SA) and had very high Intrinsic Value (IV, median 5.9). A higher proportion of above-average students had DA > SA score (72.7% vs 57.1%, p = 0.05), and showed higher scores in SR (median 4.9 vs 4.3, p = 0.007) compared to below-average, while the latter scored higher in SA (median 24.5 vs 23, p = 0.04), and surface motive (median 11 vs 9, p = 0.007). No differences were found in SE, and both groups had average scores in the cooperative dimension. Differences were rooted to hard work, interest over material and prioritizing understanding over rote-learning motives and aligned strategies.ConclusionsCurricula design and assessment should be aligned to promote DA and SR skills among learners. Furthermore, it is paramount that teachers help instill students with interest over material and encourage understanding and hard work, since are traits associated with better results. More studies concerning metacognition and other promising traits for becoming life-long learners and prepared professionals should be made.