The early years: child development in undergraduate medical school training.
Bibliographic record
Abstract
PROBLEM ADDRESSED: There are substantial gaps in knowledge about early child development among graduating family physicians. OBJECTIVE OF PROGRAM: The main objective of this program was to develop, implement, and evaluate an early child development curriculum for undergraduate medical clerks doing their family medicine rotations. PROGRAM DESCRIPTION: The Early Years Program at McMaster University in Hamilton, Ont, consists of 2 small group sessions during the family medicine rotation and a site visit to a community agency that provides services to families with young children. The curriculum is delivered by interprofessional facilitator dyads: a family physician and another professional. The content covers areas such as newborn assessment, developmental screening and referrals, parenting issues, pregnancy, preconception, and prevention, and is supported by case studies, videos, and community resources. CONCLUSION: Based on casual feedback and formal evaluations, we conclude that the overall goal of launching the Early Years Program-to address previously identified gaps-has been achieved. We continue to improve the program to meet the challenges of the ever changing undergraduate health science education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".