Notice bibliographique
Résumé
Curriculum Management and Governance Structure ♦ Curricular change is managed as shown in Figure 1.FIGURE 1:: Curriculum Management of the MD Program♦ The Committee responsible for the curriculum is the Undergraduate Curriculum Committee (UCC), which is a standing committee of the Faculty that meets monthly. ♦ Subcommittees of the UCC are PreClerkship, Clerkship, Curriculum Content and Review, Evaluation, Electives, and Clinical Skills. See http://www.med.uottawa.ca/assets/documents/bylaw/2009_bylaw9_eng.pdf for the Terms of Reference of this committee. Office of Education ♦ We have an Undergraduate Medical Education office and a dedicated administrative team. Please refer to the organizational charts in Figures 2 and 3 for a description of the organization of the medical education staff.FIGURE 2:: Organizational Chart of the Undergraduate Medical Education Office and Administrative TeamFIGURE 3:: Organizational Chart of the Undergraduate Medical Education Office and Leadership Team♦ The above-mentioned team provides support for the entire MD program. Financial Management of Educational Programs ♦ The Undergraduate Medical Education program has dedicated funds, with a stipend budget of $3.6 million and an operational budget of $2.1 million. Valuing Teaching ♦ Our medical school has the Academy for Innovation in Medical Education. For further information please visit: http://www.med.uottawa.ca/AIME/eng/. ♦ Career paths have been developed and include roles such as clinician teacher and clinician educator. ♦ Basic scientists and clinicians have been promoted to full professors on the basis of scholarship in education. Curriculum Renewal Process ♦ The curriculum renewal process for our MD program was launched in 2004. ♦ The core principles on which the renewed curriculum is based are: integration, clinical relevance, social responsiveness, scientist/generalist/specialist balance, professionalism, interprofessionalism, innovation, equivalence in both language streams, student centered learning methods, active multifaceted learning, and lifelong learning strategies. ♦ This revision is the product of an extensive consultation including student and faculty retreats, external reviews and use of best evidence in medical education, and recommendations from 18 working groups on areas of renewed focus. ♦ The revision is in keeping with the Association of Faculties of Medicine of Canada's recent recommendations from the Future of Medical Education in Canada Project. Learning Outcomes/Competencies ♦ Our educational objectives are structured around eight core competencies: clinician, professional, communicator, collaborator, scholar, person, manager, and health advocate. ♦ For the complete list of objectives, please visit: http://www.med.uottawa.ca/Students/MD/eng/md_educational_objectives.html. New Topics in the Curriculum Since 2000 ♦ Patient safety is one of our areas of increased focus; please see below. ♦ Team-based learning has been introduced as a learning strategy. This method is currently being used in our anatomy teaching and during our PreClerkship content on nephrology and obesity. ♦ A simulation center will be opening in the fall of 2010. Medical students have the opportunity to train during their Physician Skills Development course, as well as during their clerkship rotations. ♦ During our curricular renewal, we identified 18 areas requiring renewed focus. These are case-based learning aboriginal health professionalism global health complementary and alternative medicine pain palliative care pharmacotherapeutics clinical skills ethics and humanities physician wellness occupational health gender health interprofessional education nutrition health advocacy health systems patient safety Changes in Pedagogy ♦ We have moved from Problem-Based Learning to Case-Based Learning; we have introduced Team-Based Learning, as well as weekly core Self-Learning modules. Changes in Assessment ♦ Changes in student assessment include the use of Clinical Decision-Making Questions, the introduction of midterm examinations, the development of an electronic portfolio based on core competencies, and an increased focus on professionalism. Clinical Experiences ♦ Our clinical education for core rotations in years 3 and 4 includes exposure to tertiary care and community hospitals, as well as ambulatory and rural settings. Highlights of the Program/School ♦ Education is provided in English and in French, as per the mandate of our university. ♦ We have a fully integrated PreClerkship curriculum. ♦ A new Aboriginal Program has been developed. ♦ We have an MD/PhD program starting in September 2010.
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 | 0,001 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,004 | 0,002 |
| Communication savante | 0,008 | 0,002 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,003 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,629 | 0,305 |
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 ».