The Importance of Basic Science and Research Training for the Next Generation of Physicians and Physician Scientists
Notice bibliographique
Résumé
Now more than ever, medical educators at all levels are tasked with delivering foundational concepts and content necessary for the next generation of physicians and physician scientists to incorporate evidence-based medicine into their clinical practice and research. Physicians need the skills to evaluate the quality and relevance of content that they are incorporating to their expanding medical knowledge database. The emphasis of modern medical education should therefore focus on acquiring, interpreting, and applying new knowledge rather than committing old (and rapidly outdated) knowledge to memory. Whether encountering a patient with an unfamiliar set of symptoms and numerous comorbidities or a gap in mechanistic understanding of a complex biological or physiological process, medical and scientific knowledge must be applied appropriately to be effective. Furthermore, assessments of the outcomes of that application to the patient or an experimental observation must be robust if conclusions are to be reached that advance our understanding of patient care or fundamental biological processes. However, instruction or training in evidence-based medicine presents a challenge to medical educators, because the depth of mechanistic understanding of physiological and pathophysiological process has exploded. Quantum leaps have been made in our understanding of human biology advanced by the solving of DNA structure in 1953 and sequencing of the first human genome in 2003. The depth in our understanding of fundamental processes in human biology and disease is seen at every level, genetic, molecular, cellular, and system wide. However, despite this explosion of scientific knowledge, the time devoted to basic science instruction in most medical school curricula has been shrinking rather than expanding. We should all expect more from our medical students than a snap-chat, wikiknowledge level of basic science processes. Moreover, we must recognize that the process of knowledge acquisition is equally as important, if not more so, than the actual knowledge acquired. Because the recall of stored content can be so rapid and effortless in the digital age, how can we expect the current generation of students to be excited and inspired by delivery of content merely for content’s sake? In 1910 (1), Abraham Flexner published his report on the state of medical education in the United States and Canada that fundamentally reformed medical schools in North America with curricular and policy recommendations that remain essentially intact in today’s landscape of medical education. Flexner himself was instrumental in the founding of one of the first American medical schools (ie, the
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,008 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,004 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».