The development of a novel medical education elective for fourth-year medical students
Notice bibliographique
Résumé
Postgraduate medical trainees (residents) have a wellestablished role in the teaching and training of undergraduate medical students across specialties.1 The need for these postgraduate trainees to be supported in their roles as key facilitators of undergraduate medical education has led to the mandatory inclusion of residents-as-teachers programs in all postgraduate residency training programs across Canada.2 In the United Kingdom, the National Health Service organizations are responsible for including a contractual requirement for doctors to carry out teaching.3 In the United States, the Accreditation Council for Graduate Medical Education (ACGME) Common Program Requirements for practice-based learning and improvement has outlined that residents/fellows are expected to develop skills and habits to be able to participate in the education of patients, families, students, residents and other health professionals, as documented by evaluations of a resident’s teaching abilities by faculty and/or learners.4 However, due to concurrent service requirements during residency, it is difficult for residents to devote time to enhancing teaching skills beyond the mandatory resident-as-teacher training program. Moreover, there is variability in the duration of such programs, with some devoting only a few hours to developing teaching skills.5,6 To enhance teaching confidence and abilities prior to residency, a number of institutions have developed programs for senior medical students to participate as mentors and near-peer instructors.7 Additionally, a number of medical schools in the United Kingdom and the United States have developed a formal curriculum for medical students to become junior clinical teachers.8-12 The transition from learner to teacher can conceivably be facilitated in the last year of medical school training. One prior study supports the use of this time to shape the professional identify of medical trainees.13 Without competing service requirements, an elective focused on teaching would be ideally placed in the fourth or final year of medical school training. In January 2015, the University of Ottawa introduced a clinical teaching elective (CTE) to fourth year medical students titled An Introduction to the Art and Science of Clinical Teaching. The purpose of this paper is to outline the development of this elective and its core curricular components.
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 | 0,007 | 0,063 |
| 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 | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| 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 ».