Bibliographic record
Abstract
Curriculum Management and Governance Structure ♦ There are two key standing committees with responsibility for curriculum: the MD Undergraduate Program Committee oversees the educational program as a whole and the Curriculum Committee that is charged with curriculum management. ♦ Subcommittees responsible for each year or major curriculum component report to the Curriculum Committee (see Figure 1).FIGURE 1:: MD Undergraduate Program Committees Organizational Structure Office of Education ♦ There is no specific Office of Education for the MD undergraduate program. ♦ There are several units/offices within the Faculty of Medicine that support undergraduate education, including the Assessment Unit, the Evaluation Studies Unit, the Office of Faculty Development, and Technology Enabled Learning. ♦ A Center for Health Education Scholarship was established in 2008. Financial Management of Educational Programs ♦ Funding for the program is provided by the provincial government and is centrally managed. Valuing Teaching ♦ Promotion and tenure decisions are based on performance in both teaching and scholarly activity. ♦ The Faculty of Medicine has instituted a number of awards for excellence in education and teaching. ♦ The Center for Health Education Scholarship provides mentorship and support to faculty and clinical fellows in order to build capacity in educational scholarship. Curriculum Renewal Process ♦ In August 2009, the Dean struck a Task Force on Curriculum Renewal. The report and recommendations were completed in April 2010, and implementation has begun. ♦ The recommendations are aligned with the recommendations of the Association of Faculties of Medicine of Canada Future of Medical Education project. ♦ The eight recommendations relate to social responsibility and accountability; competency-based curriculum; student assessment; flexibility; integration; scholarship; continuity; and the health care system. ♦ The strategy for curriculum renewal is incremental change and continuous quality improvement. Learning Outcomes/Competencies ♦ The UBC Faculty of Medicine MD Undergraduate Program Mission, Goals, and Objectives were approved in January 2005. ♦ A copy is available on the Faculty of Medicine Website: http://www.med.ubc.ca/_shared/assets/Mission_Golas_Objectives_vs24138.pdf. New Topics in the Curriculum Since 2000 ♦ New topics such as patient safety, Aboriginal health, global health, and end of life care have been incorporated into the curriculum. Changes in Pedagogy ♦ The major changes in pedagogy have been as a consequence of the implementation of distributed medical education and the delivery of most large group sessions using videoconferencing. Changes in Assessment ♦ An end of final year OSCE was introduced in 2008 as an exit examination. Clinical Experiences ♦ Clinical education takes place throughout the province of British Columbia in major teaching centers (Clinical Academic Campuses), regional hospitals (Affiliated Regional Centers), and smaller community sites. ♦ All students complete a four-week rural family practice clerkship. ♦ There are four clinical sites that offer a 12-month integrated clerkship. ♦ Clinical capacity is a challenge as a consequence of the doubling of the medical class size and postgraduate program expansion. Regional Campuses ♦ UBC is the only medical school in the province of British Columbia. Since 2004, UBC has moved to a distributed medical program with regional campuses: the Vancouver-Fraser program (class size 192 students per year); the Island Medical Program (32); and the Northern Medical Program (32). ♦ A fourth site, the Southern Medical Program (32 students per year), is scheduled to open in 2011. ♦ All students spend the first semester in Vancouver before moving to their regional campus. ♦ Students at all sites take the same curriculum. The sites are linked by high-quality videoconference technology. Highlights of the Program/School ♦ A province-wide medical education program that is delivered in partnership with two universities and six provincial health authorities. ♦ Implementation of fully distributed medical education and doubling of the medical school class size since 2004. ♦ Implementation of a 12-month integrated clerkship program at four sites in the province, with a further four potential sites identified. ♦ Community–campus partnerships, for example through Community Service Learning and Self-Directed Project options, each taken by approximately a third of the second-year class.
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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 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.464 | 0.138 |
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; the direct Gemma label and the distilled Codex classifier agree on what is shown here.
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".