Genre Theory, Health-Care Discourse, and Professional Identity Formation
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
This article explores the value of rhetorical genre theory for health care and professional communication researchers. The authors outline the conceptual resources emerging from genre theory, specifically ways to conceptualize social context, professional identity formation, and genres as functioning but hierarchical networks, and discuss the way they have used these resources in two separate but complementary health-care studies: a project that documents the ways regulated and regularized resources of the genre of case presentations shape the professional identity formation of medical students and a project that extends this theoretical work to observe that genres, especially policy genres, function to regularize or control other genres and shape the identity formation of midwives in Ontario, Canada. The authors also observe that the implications of rhetorical genre theory have impelled both of these studies to develop an interdisciplinary trajectory that includes members of health-care communities as participating researchers.
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 | 0.001 | 0.000 |
| 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 | 0.001 |
| 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