Complete 2015 Casebook
Notice bibliographique
Résumé
BACKGROUNDPlanning for our new case-based interfaculty Master of Public Health program began in July 2010, with our first cohort of 32 students enrolled in September, 2013.Our original view of 'cases' was based on those used in professional programs such as those at Harvard.Harvard is credited for introducing the case method in the law school in 1870, and then in business administration in 1920 (Shugan, 2006).Part of our initial enthusiasm was practical: Western University's business school, the Richard Ivey School of Business, had adopted the Harvard approach in 1922 (Richard Ivey School of Business, n.d.), and we were very fortunate to have Ivey faculty, who were experienced with case teaching and writing, willing to help us develop our new curriculum.Early in the planning process, we searched the literature for published educational cases on public health topics to use in our new curriculum.We quickly realized that there is a paucity of teaching cases in public health.While there are many "healthcare industry" cases available, these cases predominantly use a business lens.These cases omit details that are of interest to public health professionals and are required for situation analysis and decision-making.Thus, these cases are often not directly transferable to a public health curriculum.In addition, many existing health related cases were set in the US and therefore did not reflect the reality of Canadian health systems, our uniquely Canadian issues, or the voices of the communities our students work with.Furthermore, given our program's focus on the public health of Southwestern Ontario, and First Nations across Canada and globally, the availability of appropriate teaching cases was further reduced.Case repositories (e.g.Harvard Publishing, Ivey Publishing, European Case Clearinghouse, etc.) have few teaching cases that can be adopted as written by a public health program, creating an opportunity for Western's faculty and practitioner colleagues to develop de novo cases for their courses by building on their own research and practice experiences.Initially, we adapted existing cases to our curriculum by focusing on and using the relevant public health content.Our faculty also began to write their own cases.Our students were to be placed in practica in local, national, and international public health organizations, where they would be working on an exceptionally broad array of projects.These diverse practicum placements were designed as penultimate learning experiences for students to apply the knowledge and skills acquired through the course of their study (Council on Education for Public Health, 2011).We realized that the students' practica experiences were potentially a valuable resource for relevant case material.As a result, we required that each student write a teaching case in which they would demonstrate their mastery of knowledge, including its synthesis and integration, through a real-world experience.This book represents a selection of public health cases written by students in the inaugural Western MPH Class of 2014.
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 | 0,011 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,002 | 0,003 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,300 | 0,105 |
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 ».