Medical students′ and postgraduate residents′ observations of professionalism
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
BACKGROUND: There is increasing interest in teaching professionalism to medical learners. The purpose of this study was to explore professionalism observed among medical learners and faculty in a Canadian academic institution. METHODS: A total of 253 medical learners (30% response rate) completed an online survey measuring medical professionalism. The survey used a validated professionalism scale "Climate of Professionalism", which queries subjects' observations of professional and unprofessional behavior in clinical teaching environments. RESULTS: Overall, 73.3% of medical learners felt prepared in the area of medical professionalism. Differences existed in observed professionalism by level of training. By respondents' reports, both medical students and residents viewed their peer groups as more professional than the other. Both groups also rated faculty as the poorest in terms of observed professional behaviors but the best in observed unprofessional behavior. DISCUSSION: Most learners in this Canadian medical school felt well prepared in the area of professionalism, and each training level viewed their peer group as the most professional. Peer groups may rate themselves more favorably due to increased interaction with their group, and active recall of professional communications. This study found differences in observations of professionalism by training level, therefore provides support for specialized professionalism education tailored to the learners level of medical training.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it