Professional identity formation, the practicing physician, and continuing professional development
Notice bibliographique
Résumé
Mary is a fifty-year-old family physician who has worked for nearly two decades in a large suburban multidisciplinary family medicine clinic with eight other family physicians as well as nurses, pharmacists, and a dietician. Many of her patients and their families have been with her for several years. To better enjoy and support her children and aging parents, she has recently left the clinic to join a group of medical and radiation oncologists in a breast cancer clinic where she will be the only family physician providing primary care and counseling to their patients who don't have a family physician. She wonders how she will adapt to this work environment in which other family physicians are not available on location to discuss cases with and calibrate her work. She is feeling anxious about working exclusively with cancer physicians, given how specialized their work is, and she does not know any other family physicians who have assumed this type of a role in a specialty clinic. John is a forty-six-year-old MD-PhD working in a medical school. He has just been promoted to professor in his medical school based on the quality of his work as judged by peers within the medical school and internationally. However, he struggles to combine clinical work, teaching, research, and committee work. He frequently works twelve to fourteen-hour days to fulfill the responsibilities of his various roles and succeeds partly by compartmentalizing his work. When he is on clinical service, he tries to focus on being a physician and clinician educator to the medical students and residents on his service. When he is in the lab, he tries to focus on his research, getting grants, running the lab and ensuring graduate students are making progress. As a professor, he is now expected to bring in larger, more complex grants from international agencies and to support postdoctoral fellows as well as graduate students. Many days are difficult as he finds himself pulled with questions from his lab or from the clinic when he is not there. Hospital meetings occur regularly and he is expected to actively participate in quality assurance committee work. Dealing with the new expectations associated with the promotion has been difficult; he feels pulled in too many directions and is not staying on top of his work.
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) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,004 |
| Communication savante | 0,006 | 0,003 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,013 | 0,003 |
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 ».