Initial experiences with integrated learning sessions (ILS) - a new curricular feature
Notice bibliographique
Résumé
Background: One of the goals of curriculum renewal was to move away from a 'silo' approach to undergraduate medical education by promoting integration and offering opportunities for students to integrate their learning from the start of the program.The integrated learning sessions (ILS) were designed specifically to help students integrate concepts from across the curriculum though a combination of elements.Students were provided with a series of questions that required them to consider elements across content areas, to write responses to the questions, read the responses of their peers, discuss the responses in face-to-face sessions, and have a final discussion as a whole class.The combined synchronous and asynchronous format gave students the opportunity to work on their written and oral communication skills, their reasoning and critical thinking skills, and their leadership skills.Each of the sessions was facilitated by a clinical faculty member and attended by some faculty members who taught in that block.Staff members from the Medical Education Scholarship Centre (MESC) and the Health Science Information and Media Service (HSIMS) also assisted with the operation of the sessions.At the end of each ILS session, there was a quality improvement (QI) segment which asked students for feedback.Student feedback helped contribute specifically to the evolution of the ILS through its various iterations.For example, initially faculty members attended the small-group discussions, but student feedback suggested they were comfortable discussing the questions on their own because the purpose of the sessions was not learning new content but rather integrating content.The students also asked the facilitators to re-think the nature and substance of the questions so they could be provided with more complicated questions that would challenge them more to integrate the content they had learned thus far.A key success of the ILS was that the QI portion afforded the opportunity for timely, responsive changes to the sessions while they were running.One of the criticisms of end-of-course evaluations was that it is too late to act on the feedback or mediate the problems until the next offering.Furthermore, the students did not limit their comments only to ILS content.Students used the QI sessions to comment on various aspects of the program including facilitation/instructor, organization of courses and phase, content, assessment, ILS, and logistical considerations (scheduling, rooms).The timely, rich feedback used for the QI sessions during ILS have been expanded to include sessions
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,014 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,002 | 0,006 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».