Challenges in shifting to an integrated curriculum in a Caribbean medical school
Why this work is in the frame
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Bibliographic record
Abstract
Xavier University School of Medicine (XUSOM) is an offshore Caribbean medical school in Aruba, Kingdom of the Netherlands admitting students from the United States, Canada and other countries to the undergraduate medical (MD) course. Like most other offshore Caribbean medical schools, XUSOM was initially following a discipline based curriculum but shifted to an integrated curriculum from January 2013. Initially the school was following a partially integrated curriculum with the normal human subjects of anatomy, physiology and biochemistry being covered during the first two semesters and the abnormal human subjects of pathology, microbiology, pharmacology and introduction to clinical medicine being covered during semesters 3 and 4. From January 2014 the school has shifted to a fully integrated curriculum with all the basic science subjects being covered in an integrated organ system based manner [1]. Table 1 shows the different systems being learned by students during different semesters. At XUSOM like in most other offshore Caribbean medical schools a semester of study is of 15 weeks duration and there are three student intakes a year in January, May and September [2]. In this article I will briefly discuss challenges faced in shifting to a fully integrated curriculum and how we have tried to address them.
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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 | 0.028 | 0.040 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it