‘Return to the cave’ – exploring barriers to organizational learning in a psychiatric clinic
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 paper presents the findings of a five‐month graduate consulting project in a psychiatric clinic. The project was distinguished by the fact that I, the student consultant, had been a clinician in this system for several years, eventually leaving to practice in a larger university setting. Issues related to managing biases and maintaining the integrity of the consulting role will be an area of inquiry. Paradoxes that exist in the two systems will be highlighted in the context of bureaucratic obstacles and the ongoing stress of offering care in psychiatry. The paper will discuss factors that influence reflective practice using theoretical perspectives by Argyris and Schön, as well as exploring the conscious and unconscious forces that influence organizational learning. Using the metaphor of Plato's ‘Allegory of the Cave’ the paper will describe how the journey back to the system helped to inform my understanding of the various ingredients involved in transforming practices.
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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 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) | 0.002 | 0.003 |
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