A61 AN ASSESSMENT OF THE EDUCATIONAL EXPERIENCE OF MEDICAL STUDENTS AND RESIDENTS AFTER THEIR GASTROENTEROLOGY AND HEPATOLOGY ROTATIONS
Notice bibliographique
Résumé
Trainee educational experience on gastroenterology (GI) and hepatology rotations can vary between hospitals. Routine practice in GI takes place predominantly in an ambulatory setting, while core rotations are known to expose trainees to mainly inpatient medicine in the form of a consult service. As a result, obtaining knowledge across a wide variety of gastrointestinal disorders during a 1 month rotation may not be feasible. To assess the education experience of medical students and residents after their gastroenterology and hepatology rotation in order to identify key topics which may not be adequately covered. A web-based survey was sent to 130 medical students and residents who completed a rotation in GI and hepatology within the University of Toronto hospital network. The survey included demographics and questions regarding frequency of teaching, quality of teaching, and breadth of topics covered during their rotation. There were additional questions pertaining to the utility of novel resources as a learning supplement. Data was analyzed using descriptive statistics. The survey response rate was 50% (65/130) with medical students accounting for 29% while residents (PGY 1–3) accounted for 71% of the respondents. Most (72%) do not plan on pursuing a career in GI and had completed only 1 rotation. The vast majority (98%) reported spending 75% or more of their rotation managing inpatients rather than outpatients. Most learners (79%) felt their learning experience could have been improved, as the overall educational experience was rated a 5 on a 10-point likert scale. Many (80%) felt the amount of teaching differed significantly between the staff on service, and only 23% reported receiving daily formal teaching. The most pronounced deficits in clinical exposure and formal teaching topics included viral hepatitis, irritable bowel syndrome, gastrointestinal malignancies, and pregnancy-related gastrointestinal disorders. Only 49% of respondents received resources to supplement their learning. The vast majority (91%) agreed that receiving a daily question-and-answer resource spanning a variety of topics could improve their learning during the rotation. Current rotations are not addressing many core topics within gastroenterology and hepatology. There is wide variation in teaching between different hospital sites and staff. Most learners are not reporting high levels of satisfaction with their rotations, which can be partly explained by the lack of clinical exposure or teaching around common gastrointestinal disorders. Additional resources are not routinely being provided leading to significant gaps in knowledge. This study lends support towards creating a novel question-and-answer based resource to supplement learning and ensure core topics are being addressed during each rotation. None
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 | 0,002 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,000 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 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 ».