Notice bibliographique
Résumé
Today marked your first visit to the renal failure clinic. You saw a doctor, at least 1 nurse, then someone who talked about food. A kind team coordinator wrote out your instructions, which looked like this: Mr. Jones: #$&^#R53$R @345s $%*bl) and @!!@##%#$%. Begin with @###($^%$., hjj%%&dv, 334%&^!#$^ and +&**#g#4d. It had been a very long day. You took the instructions, knowing that your wife would help sort them out. She usually has to help, since you are among the 20% of adults considered fully illiterate. Unfortunately, your wife is in the subgroup (28%) of functionally illiterate adults that comes next. This means she cannot even read the front page of a newspaper. So what do you do now? Literacy issues like this were but one topic during the Annenberg III conference in Minneapolis in mid-May, where the almost 700 attendees were seeking ways to improve patient safety and reduce risks and harm in medical care. We learned that effective communication with patients is a key factor in achieving this, but the task becomes daunting if a medical error occurs and a patient is harmed. The question then becomes: Should we share this information with patients? The National Patient Safety Foundation (NPSF), a US not-for-profit organization founded in part by the American Medical Association, believes we should. Its Statement of Principle reads: “When a health care injury occurs the patient and the family . . . are entitled to a prompt explanation of how the injury occurred and its short and long-term effects. When an error contributed to the injury, [they] should receive a truthful and compassionate explanation about the error and the remedies available to the patient. They should be informed that the factors involved in the injury will be investigated so that steps can be taken to reduce the likelihood of similar injury to other patients.” The conference participants, who included physicians, nurses and risk managers, heard several moving presentations by patients who had been injured while receiving medical care and saw videotaped examples of how to discuss errors, as well as a simulated mediation case. Presenters pointed out that a team-based collaborative approach is needed to introduce the changes required to prevent errors, but existing systems usually rely on a punitive “blame-and-shame” approach that does not lead to effective learning or change. There was little argument about the ethical duty of health care workers to disclose errors, although there are many practical barriers to this. A Kentucky hospital that instituted a “patient bill of rights” 8 years ago found that its policy of prompt and full disclosure of errors has actually decreased the liability costs arising from them. However, a major cultural change will be required before changes like that become widespread. The good news for physicians is that discussion of this topic has finally begun. The bad news for Canada is that only 11 of the almost 700 participants at the Minneapolis meeting were Canadian. For further information on this subject, visit www.mederrors.org, www.annenberg.net or www.npsf.org.
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 | 0,031 |
| 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 | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,027 | 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 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 ».