150 Cultivating Compassionate Care, Advocacy Skills and a Health Equity Lens in Resident Physicians: The Development of a Social Paediatrics Curriculum
Notice bibliographique
Résumé
Funded through an Associated Medical Services Phoenix Fellowship, this project is based in the Department of Paediatrics residency-training program. The overall aim is to advance compassionate care through a longitudinal curriculum focused on health equity, vulnerable populations and implicit bias. The objectives for the social paediatrics curriculum include: 1. Develop a richer understanding of the SDOH and application to paediatric practice 2. Develop advocacy skills for individual patients as well as the rights of children in the community and beyond 3. Enhance awareness of community programs 4. Examine one’s own unconscious bias 5. Develop clinical skills related to compassionate care. Social Paediatrics curriculum was researched and developed through the completion of a curriculum mapping exercise. This involved an environmental scan of current faculty teaching and mapping to Royal College requirements. Focus groups and consensus-building activities were held with faculty, residents, community experts, and patients/families. Through this work a pedagogical framework was established inclusive of: (1) academic teaching; (2) community experiences; (3) advocacy project; and (4) simulation learning. Learner assessment through a CBME-based entrustment tool has been developed with a focus on social medicine related skills. Built through faculty consensus building, curriculum mapping, and broad-based community engagement, this curriculum will be the first 3-year longitudinal implementation of Social Paediatrics learning in an Ontario residency-training program. Twenty four (24) residents and twenty nine (29) faculty members were engaged in developing curricular objectives, and over forty (40) community agencies and experts with learned and lived experience across the region have been partners in curriculum development and delivery. This method of curriculum delivery is unique as it is interdisciplinary in nature and longitudinal in scope. Residents learn from patients and families, community members, interdisciplinary professionals and academic experts alike. Additionally, models for resident assessment focus on professional development rather than the current model of remediation. Resident, faculty and community response to the program thus far has been overwhelmingly positive and a foundation has been laid for a sustainable, rigorous and diverse curriculum. New approaches to developing compassionate physicians, focusing on social justice and challenging biases are encouraged by this curriculum. Through community engagement and experiential activities, traditional physician-to-physician models of teaching and learning are enriched. Traditional structures and culture must be addressed in order to see this curriculum model realized. Research into the program’s efficacy and learner assessment models will guide medical education within and beyond this social paediatrics program.
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 | 0,006 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,006 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 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 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 ».