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Cochrane Database of Systematic Reviews

Post‐licence driver education for the prevention of road traffic crashes

Overview of attention for article published in Cochrane database of systematic reviews, July 2003
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About this Attention Score

  • In the top 5% of all research outputs scored by Altmetric
  • High Attention Score compared to outputs of the same age (98th percentile)
  • High Attention Score compared to outputs of the same age and source (92nd percentile)

Mentioned by

policy
4 policy sources
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31 X users

Citations

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40 Dimensions

Readers on

mendeley
127 Mendeley
Title
Post‐licence driver education for the prevention of road traffic crashes
Published in
Cochrane database of systematic reviews, July 2003
DOI 10.1002/14651858.cd003734
Pubmed ID
Authors

Katharine Ker, Ian G Roberts, Timothy Collier, Fiona R Beyer, Frances Bunn, Chris Frost

Abstract

Worldwide, each year over a million people are killed and some ten million people are permanently disabled in road traffic crashes. Post-licence driver education is used by many as a strategy to reduce traffic crashes. However, the effectiveness of post-licence driver education has yet to be ascertained. To quantify the effectiveness of post-licence driver education in reducing road traffic crashes. We searched the following electronic databases: the Cochrane Injuries Group's Specialised Register, Cochrane Central Register of Controlled Trials, MEDLINE, EMBASE, TRANSPORT (NTIS, TRIS, TRANSDOC, IRRD), Road Res (ARRB), ATRI, National Research Register, PsycInfo, ERIC, SPECTR, Zetoc, SIGLE, Science (and Social Science) Citation Index. We searched the Internet, checked reference lists of relevant papers and contacted appropriate organisations. The search was not restricted by language or publication status. Randomised controlled trials comparing post-licence driver education versus no education, or one form of post-licence driver education versus another. Two reviewers independently screened search results, extracted data and assessed methodological trial quality. We found 24 trials of driver education, 23 conducted in the USA and one in Sweden. Twenty trials studied remedial driver education. The methodological quality of the trials was poor and three reported data unsuitable for meta-analysis. Nineteen trials reported traffic offences: pooled relative risk (RR) = 0.96, 95% confidence interval (95% CI) = 0.94, 0.98); trial heterogeneity was significant (p=<0.00001). Fifteen trials reported traffic crashes: pooled RR = 0.98 (95% CI 0.96, 1.01), trial heterogeneity was not significant (p=0.75). Four trials reported injury crashes: pooled RR = 1.12 (95% CI 0.88, 1.41), trial heterogeneity was significant (p=<0.00001). No one form of education (correspondence, group or individual) was found to be substantially more effective than another, nor was a significant difference found between advanced driver education and remedial driver education. Funnel plots indicated the presence of publication bias affecting the traffic offence and crash outcomes. This systematic review provides no evidence that post-licence driver education is effective in preventing road traffic injuries or crashes. Although the results are compatible with a small reduction in the occurrence of traffic offences, this may be due to selection biases or bias in the included trials. Because of the large number of participants included in the meta-analysis (close to 300,000 for some outcomes) we can exclude, with reasonable precision, the possibility of even modest benefits.

X Demographics

X Demographics

The data shown below were collected from the profiles of 31 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 127 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Italy 1 <1%
Kazakhstan 1 <1%
United Kingdom 1 <1%
Saudi Arabia 1 <1%
Mexico 1 <1%
Unknown 122 96%

Demographic breakdown

Readers by professional status Count As %
Researcher 23 18%
Student > Master 18 14%
Student > Bachelor 12 9%
Student > Ph. D. Student 11 9%
Student > Doctoral Student 9 7%
Other 22 17%
Unknown 32 25%
Readers by discipline Count As %
Medicine and Dentistry 32 25%
Psychology 15 12%
Nursing and Health Professions 11 9%
Social Sciences 9 7%
Pharmacology, Toxicology and Pharmaceutical Science 4 3%
Other 16 13%
Unknown 40 31%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 37. 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 30 June 2022.
All research outputs
#1,106,834
of 25,457,858 outputs
Outputs from Cochrane database of systematic reviews
#2,260
of 11,842 outputs
Outputs of similar age
#1,037
of 53,200 outputs
Outputs of similar age from Cochrane database of systematic reviews
#3
of 40 outputs
Altmetric has tracked 25,457,858 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 95th percentile: it's in the top 5% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 11,842 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 38.9. This one has done well, scoring higher than 81% 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 53,200 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 98% of its contemporaries.
We're also able to compare this research output to 40 others from the same source and published within six weeks on either side of this one. This one has done particularly well, scoring higher than 92% of its contemporaries.