Virtual OSCE delivery: The way of the future?
Notice bibliographique
Résumé
strategies, and (d) regular follow-up 30-minute meetings between academic coaches and students are scheduled for accountability, reflection and feedback.Specifically, the academic coaching component of the programme emphasises: (a) self-reflection; (b) specific, measurable, achievable, relevant and time-based (SMART) goal setting; (c) the development of comprehensive study plans with deliberate use of effective learning strategies including spaced retrieval practice and elaboration, and (d) self-care. | WHAT LE SSON S WERE LE ARNED?The COVID-19 pandemic led to the digital transformation of teaching activities and demanded adaptive approaches in education.Our programme provided a strong support network for students during this challenging time.Teaching faculty members supported the streamlined, collaborative approach.Academic coaches offered timely oversight and early identification of students requiring support.The two-pronged approach allowed us to evaluate students holistically and to provide a customised academic support plan.From an implementation perspective, we recognised that although many components are described in MAL, focusing on key elements of the framework was enough.Students in the programme favoured the proactive support.Many acknowledged that individualised goal-directed study plans and follow-up meetings kept them accountable, reflective and motivated, and guarded against the use of ineffective learning strategies.Over time, some students invariably experienced declining motivation and difficulties in adhering to a study plan.At such times, it was important for coaches to help students reprioritise, troubleshoot and re-work study plans, as well as encouraging a deliberate holistic approach that included self-care and the maintenance of mental wellness.Importantly, we observed noticeable improvements in students' overall academic performance and we started to see increasing numbers of students proactively utilising programme resources to optimise their individual learning journeys.Further studies on academic impact and adaptive behaviour are needed as part of programme evaluation.We posit that regular and short-interval engagement with students during social isolation circumstances allows them to feel safe in reaching out for help.This model of academic coaching informed by theory supports students and empowers them with the skills necessary for effective learning, adapting and thriving in a health care environment challenged by uncertainty and ambiguity.
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 | 0,000 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 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 ».