Notice bibliographique
Résumé
CURRICULUM RENEWAL PROCESS ♦ The year 2000 represents the final year of implementation of the renewed curriculum. ♦ Changes began with the entering class of 1996. Learning Outcomes ♦ The objectives listed below define the program modifications that have occurred in the curriculum. Ensuring that all students complete the core rotations of internal medicine, surgery, pediatrics, psychiatry, obstetrics—gynecology, and rural family medicine before entering into the residency match programs Recalibrating the teaching effort to focus on training to the level of the undifferentiated physician Integrating clinical application into all courses Increasing opportunities for developing skill in critical appraisal of information, and the ability to apply that skill to maintaining a current knowledge of the medical literature and the practice of best-evidence medicine Ensuring that students are adequately prepared to practice medicine with integrity, honesty, and compassion, and maintain high ethical principles in all aspects of their practices Including opportunities for training as collaborators in multiprofessional teams in the provision of optimal patient care, education, and research Improving evaluation at all levels in the curriculum ♦ The objectives have all been met, to greater and lesser degrees. Changes in Pedagogy ♦ By the conclusion of the third year, all students will have completed all core rotations. This ensures that all students will have had some exposure to the broad range of medical practice and its practitioners. ♦ Some students will have chosen to carry out electives in subspecialties. ♦ These changes should result in students' making better-informed career choices. ♦ Attention has been paid to setting the level of instruction at the level of the undifferentiated physician. ♦ Graduates of the program should be able to practice medicine under supervision, and should be suitably prepared for further specialist training. ♦ Therapy and patient management have been limited to the final two years of the program. ♦ Clinical application has been increased in the teaching of basic medical science and the body systems. ♦ Clinical specialists together with basic scientists do most of the body—systems teaching. ♦ The clinical significance of the basic sciences is emphasized. ♦ Training in accessing databases have been added, together with attention to developing critical appraisal skills. ♦ All students should be able to keep their medical knowledge current through the application of these skills. ♦ Ethics training has been reviewed and further integrated with training in clinical skills. ♦ Opportunities for multiprofessional learning have been added. ♦ In the first year, students work in multidisciplinary groups with nursing, social work, and pharmacy students to consider the health-promotion issues of paper cases. ♦ In the second year, students again work with nursing, social work, and pharmacy students in PBL tutorials examining HIV/AIDS. Changes in Assessment ♦ Attention has been paid to ensuring that exam questions match objectives, that exam question banks have been validated, and that students receive results and exam review in a timely manner. ♦ Evaluation in the clerkship has been improved with the addition of an OSCE following completion of all core rotations. ♦ A comprehensive examination has been added. Curriculum Review Process ♦ With the implementation of the renewed curriculum, a thorough review will be conducted to validate the new components of the program and identify areas that still need attention. ♦ Curriculum renewal is a continual process that keeps the faculty and students active and interested in the process of medical education.
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 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 | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,004 | 0,002 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,529 | 0,246 |
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 ».