Changes in teaching of nontechnical skills, knowledge, aptitudes, and attitudes at US colleges and schools of veterinary medicine between 1999 and 2009
Bibliographic record
Abstract
OBJECTIVE: To identify changes in the teaching of nontechnical skills, knowledge, aptitudes, and attitudes (SKAs) at US colleges and schools of veterinary medicine between 1999 and 2009. Design-Cross-sectional survey. SAMPLE: All 28 US colleges and schools of veterinary medicine. Procedures-An electronic questionnaire was sent to the entire study population. Results were compared with published results of a similar survey performed in 1999 of colleges and schools of veterinary medicine in the United States and Canada. RESULTS: A 100% response rate was achieved. All respondents were found to offer at least 1 course related to SKAs in 2009, compared with 94% (29/31) of respondents in 1999. A total of 110 such courses were documented, compared with 47 in 1999. In 2009, 26 of the 28 (93%) colleges and schools had at least 1 course related to SKAs that was required, compared with 17 of the 31 (55%) respondents to the 1999 survey. Courses were most commonly incorporated in years 1 and 3 of the curriculum and were most often valued at 1 or 2 credit hours. Forty-one of 67 (61%) courses had been developed since 1999. The most common topics were communication and financial management. CONCLUSIONS AND CLINICAL RELEVANCE: Results demonstrated an increased commitment to teaching the SKAs on the part of the US colleges and schools of veterinary medicine. However, the question remains as to how effective these initiatives will be in enhancing the economic success of graduates and the veterinary medical profession in general.
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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 | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 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".