Bibliographic record
Abstract
CURRICULUM RENEWAL PROCESS ♦ The year 2000 represents the final year of implementation of the renewed curriculum. ♦ Changes began with the entering class of 1996. Learning Outcomes ♦ The objectives listed below define the program modifications that have occurred in the curriculum. Ensuring that all students complete the core rotations of internal medicine, surgery, pediatrics, psychiatry, obstetrics—gynecology, and rural family medicine before entering into the residency match programs Recalibrating the teaching effort to focus on training to the level of the undifferentiated physician Integrating clinical application into all courses Increasing opportunities for developing skill in critical appraisal of information, and the ability to apply that skill to maintaining a current knowledge of the medical literature and the practice of best-evidence medicine Ensuring that students are adequately prepared to practice medicine with integrity, honesty, and compassion, and maintain high ethical principles in all aspects of their practices Including opportunities for training as collaborators in multiprofessional teams in the provision of optimal patient care, education, and research Improving evaluation at all levels in the curriculum ♦ The objectives have all been met, to greater and lesser degrees. Changes in Pedagogy ♦ By the conclusion of the third year, all students will have completed all core rotations. This ensures that all students will have had some exposure to the broad range of medical practice and its practitioners. ♦ Some students will have chosen to carry out electives in subspecialties. ♦ These changes should result in students' making better-informed career choices. ♦ Attention has been paid to setting the level of instruction at the level of the undifferentiated physician. ♦ Graduates of the program should be able to practice medicine under supervision, and should be suitably prepared for further specialist training. ♦ Therapy and patient management have been limited to the final two years of the program. ♦ Clinical application has been increased in the teaching of basic medical science and the body systems. ♦ Clinical specialists together with basic scientists do most of the body—systems teaching. ♦ The clinical significance of the basic sciences is emphasized. ♦ Training in accessing databases have been added, together with attention to developing critical appraisal skills. ♦ All students should be able to keep their medical knowledge current through the application of these skills. ♦ Ethics training has been reviewed and further integrated with training in clinical skills. ♦ Opportunities for multiprofessional learning have been added. ♦ In the first year, students work in multidisciplinary groups with nursing, social work, and pharmacy students to consider the health-promotion issues of paper cases. ♦ In the second year, students again work with nursing, social work, and pharmacy students in PBL tutorials examining HIV/AIDS. Changes in Assessment ♦ Attention has been paid to ensuring that exam questions match objectives, that exam question banks have been validated, and that students receive results and exam review in a timely manner. ♦ Evaluation in the clerkship has been improved with the addition of an OSCE following completion of all core rotations. ♦ A comprehensive examination has been added. Curriculum Review Process ♦ With the implementation of the renewed curriculum, a thorough review will be conducted to validate the new components of the program and identify areas that still need attention. ♦ Curriculum renewal is a continual process that keeps the faculty and students active and interested in the process of medical education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.529 | 0.246 |
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 source (direct Gemma or distilled Codex), 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".