Integrating social accountability into continuing education and professional development at medical schools: The case of an institutional collaborative project in Canada
Bibliographic record
Abstract
Social accountability is playing an increasingly significant role in medical education across Canada. This paper presents findings from a mixed methods evaluation of a collaboration project - Issues of Quality and Continuing Professional Development: Maintenance of Competence (CPDiQ) - undertaken by all 17 Canadian medical schools to promote social accountability in continuing professional development/continuing medical education programs. Data were gathered at three stages during the project to explore project participants' views and experiences of collaboration. Findings indicated there were four main benefits of this national collaboration: promoting a focus on social accountability; maximizing resources; enabling local learning; and developing a trusting foundation. Two key difficulties were identified: uncertainties about goals of collaboration; and communication challenges. CPDiQ was one important step amongst the many sustained, multifaceted initiatives required, to advance social accountability as a key goal of medical schools. The leadership within CPDiQ and provided by a national medical organization was instrumental in this initiative.
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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 | 0.002 |
| 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 | 0.001 |
| 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 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".