P05.68. Teaching an interprofessional approach to the management of musculoskeletal problems in primary care – a pilot study
Bibliographic record
Abstract
This was a mixed methods design. Pre-and-post program semi-structured focus groups with students were conducted to explore satisfaction with the program, and perceptions of program impact on the acquisition of collaborative competencies in MSK care. Key informant interviews with teachers were conducted to determine program content and the different educational approaches to be used. Inductive thematic analysis and triangulation of data sets was utilized to evaluate qualitative data. A new quantitative tool, the Health Professional Collaborative Competency Scale 2011 was also administered to students. A one-sided paired t test was used to compare pre- versus post-test scores from the instrument under the hypothesis that the educational module improved post-test scores. The standard for statistical significance was p<0.05. Thirteen students from 6 different programs and 5 institutions participated, their year of study within their program varying to some degree. Learners also had variable levels of MSK training/experience with IPE. The students were satisfied with the program and discussing their own experiences and ideas as well as to learn from other students. Twenty-two facilitators participated from 11 professions and felt that best teaching was thought to occur through role modeling. A 4-day interprofessional educational module can enhance the collaborative abilities of mixed health professional learners. Role modeling (by mentor facilitators) and discussion/interactive activities appear to be important key features of such programs.
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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 | 0.002 | 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 | 0.000 |
| 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 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".