Notice bibliographique
Résumé
“The beautiful thing about learning is that no one can take it away from you.” —B.B. King As educators in physical therapy, we have many learning needs if we are to successfully provide the foundation for the future practice of physical therapy. As so often happens with JOPTE, this issue provides us opportunities for learning that can help meet these needs. Are you a classroom teacher seeking teaching methodology? Consider Greenberger and Dispensa's study of student preferences about using video podcasts to teach orthopaedic special tests. Student preference for short videos that can be downloaded to mobile devices indicates a potential trend in the future of instructional technology. Are you a classroom teacher seeking outcome methodology? Furze et al continue theirwork in clinical reasoning for physical therapist (PT) students with 2 papers that report on a tool for assessing clinical reasoning skills and the outcomes identified in a longitudinal study of students across their curriculum. The theoretical models proposed by these authors provide a next step in discovering a valid method of assessing the clinical reasoning of our students. Are you interested in the clinical education portion of the curriculum? Or perhaps in gaining a global perspective on physical therapist education? International discussions are emerging in North America and Europe concerning a strain in providing the resources needed for excellent clinical education. Hall et al confirm these concerns with a description of the barriers to supervising students in clinical practice in Canada. In studying over 3,000 Canadian physiotherapists, we now see international trends in countries with varied health care systems that point to similar stress points found in the United States, including clinical instructor feelings of stress and student preparation and attitudes. Are you responsible for admissions decisions? Fell et al pose a timely question regarding the need for prospective physical therapy students to have obtained a baccalaureate degree prior to commencing a professional physical therapy program. Are you thinking about curricular change? Two different articles offer information about potential changes in practice to identify if changes might be required in curriculum. Pignataro et al suggest that educators and clinicians alike should enhance their commitment to health promotion and patient education by performing tobacco cessation counseling with their patients. Van Zant et al studied the status and perception of genetics education in accredited PT education programs in the United States and found that faculty agree to some extent about the importance of genetics education, but do not see it as a priority. From a broader perspective, Cecilia Graham, the 2015 Cerasoli lecturer, suggests that a concept-based curriculum might be used to reduce the overall length of the didactic education for physical therapists. We are confident that much can be learned from this issue and we thank our authors for providing these opportunities!
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 | 0,001 | 0,000 |
| 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 | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 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 ».