Leadership in uncharted territory: developing the role of professional practice leader
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
Shows how a new role, professional practice leader (PPL), developed as a health care organization shifted from department‐based hierarchical management to team‐based management. The work of PPLs in this organization is to provide leadership within a shared decision making, outcome‐focused environment. PPLs play an integral role in developing and supporting clinical decision‐making structures. They provide corporate leadership in setting guidelines for professional practice and in promoting quality practice in budget and strategic planning. In an evolving organization, they maintain focus on clarifying and understanding professional and organizational accountability. PPLs support and facilitate professional development and clinical education. They provide external links with other health care organizations, educational institutions and community partners. This role is relationship‐oriented and involves both doing and teaching the skills of facilitating, mentoring and coaching. Developing a new role involves establishing new values and forging collaborative mutually rewarding relationships.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.009 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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