Notice bibliographique
Résumé
Context and setting At our medical school, the basic medical sciences are taught in 8 system-based units, varying in duration from 4 to 12 weeks. Unit 1, entitled ‘Molecules, Cells and Tissues’ occupies the first month of the medical curriculum. Didactic lectures comprise the majority of student contact hours. In 2005, 12 hours of lectures in Unit 1 were replaced by an interactive, large-group learning format referred to as a ‘forum’. Why the idea was necessary In 2004, the Liaison Committee on Medical Education charged our university with failure to meet a requirement that no more than 50% of course hours in the basic medical sciences be occupied by lectures. They insisted that this goal be achieved within the next academic year. We responded by replacing 12 lectures with reading assignments followed by hour-long forum sessions. In 1 case, the forum was preceded by a student-led, small-group session. What was done Forum leaders were asked to provide a reading assignment (review article, website, text chapter, etc.) on which the forum would be based. We gave faculty members broad latitude in choosing the reading assignments and in designing the hour-long forum sessions. Not surprisingly, there was considerable variation in style, content and level of difficulty. Evaluation of results and impact The course director attended and evaluated all forum sessions, sampled the opinions of forum leaders and obtained verbal feedback from student representatives. The students were given a 21-item questionnaire concerning the efficacy of forums. Space was provided for narrative comments. Although the diverse evaluation methods unanimously indicated that the forum concept was attractive, interesting and potentially effective, the implementation in Unit 1 was largely a disaster for the following reasons. Most of the leaders, although accomplished lecturers, lacked the pedagogic skills necessary to facilitate an interactive, large-group session. Learning goals were not clearly formulated. The reading assignments varied considerably in length and level of difficulty. There was, likewise, a disconcerting disparity in the format of forum sessions. The connection between the reading assignment and the forum session was often vague. One positive result was that the students found the student-led, small-group session extremely useful. We conclude that in order to realise the full pedagogic potential of forums the following measures should be taken. Well in advance of the course, the course director must meet with forum leaders as a group to ensure consistent goals, expectations, and quality and quantity of content. Forum leaders must attend a faculty development workshop on interactive, large-group learning. Each forum exercise should be designed around 5–7 conceptual questions covering the reading assignment (textbook chapters of reasonable length). Prior to the forum, students should deliberate on the questions in student-led, small-group sessions. The forum should focus on student responses to the questions, wherein the forum leader provides critique, answers questions, underscores complexities and ambiguities, and mediates/facilitates/moderates the discussion.
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 | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 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; un appel candidat d’une seule tête enseignante, 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 ».