Up Close and Personal: Medical Students Prefer Face-To-Face Teaching in Psychiatry
Bibliographic record
Abstract
OBJECTIVE: The aim of this paper was to determine the teaching activities most valued by medical students in the psychiatry rotation and to examine whether this varies with age, gender or stage of training. METHOD: Medical students at Sydney Medical School were surveyed following an 8-week clinical attachment in psychiatry. Differences in ratings between activities were examined by means of ANOVA and post hoc contrasts. RESULTS: The learning activities involving face-to-face teaching received the highest ratings. The most valued tutorial was that given weekly by a dedicated academic clinician. No differences were seen with respect to age and gender. Inconsistent differences were seen between stages of training for skills sessions, but no other learning activities. CONCLUSIONS: Face-to-face clinical teaching should be a priority in clinical attachments in psychiatry as it is highly valued by students and contributes to positive attitudes towards psychiatry.
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How this classification was reachedexpand
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".