LEARN CPS CURRICULUM: SATISFACTION SURVEY OF FINAL YEAR RESIDENTS WHO PARTICIPATED IN THE INITIATIVE TO IMPROVE UPTAKE OF CPS POSITION STATEMENTS AND PRACTICE POINTS
Notice bibliographique
Résumé
BACKGROUND: Canadian Paediatric Society (CPS) position statements (PSs) or practice points (PPs) are a result of extensive literature review and expert discussions and they provide valuable recommendations for pediatric patient care. More than 180 publications are available to guide learners and practitioners in patient care. There has been no research evaluating uptake and implementation of CPS PSs/PPs. OBJECTIVES: To conduct a survey to evaluate satisfaction of pediatric residents who participated in a new initiative called Learn CPS curriculum. DESIGN/METHODS:Learn CPS curriculum was developed 3 years ago to integrate focused learning of CPS PSs/PPs for final year residents as part of a pediatric residency program. A Learn CPS curriculum session is scheduled for 1 hour every 2 weeks starting in fall of every year. Residents are assigned 12-15 CPS PSs/PPs to read prior to each session. A quiz with MCQs and SAQs is administered for first half of session. Subsequently, answers are reviewed with emphasis on concepts presented in particular CPS PSs/PPs. A satisfaction survey consisting of 13 questions was sent by e-mail to participating residents. The questions in the survey were aimed to capture demographic information, prior knowledge of CPS PSs/PPs, satisfaction with format and components of Learn CPS curriculum sessions and feedback for improvement. RESULTS: Seventeen residents have responded to the survey until now. Prior to Learn CPS curriculum for their respective year, 57% residents had read <50% of CPS PSs/PPs and the most common cited reason was lack of time (71%). While majority of residents agreed that CPS PSs/PPs material was taught through other learning activities in their residency program, only 29% felt that they often or almost always applied it in clinical practice (where applicable). All residents (100%) felt that this initiative provided some to great deal of motivation to read CPS PSs/PPs early in their final year and that it was moderately important to essential in their exam preparation. Most residents were satisfied with the quality of quiz questions (71%) and the ability of post-quiz review to clarify doubts (85%). CONCLUSION:Learn CPS curriculum initiative has been shown to provide motivation to final year pediatric residents to read and learn CPS PSs/PPs. Most residents were satisfied with the format and quality of the quiz and review components. While it may have aided residents in exam preparation, we will need further study to assess whether such an initiative will translate into improved application of these guidelines in patient care.
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 | 0,004 | 0,009 |
| 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 | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 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 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 ».