“i want help!”: Psychologists’ and physicians’ competence, barriers, and needs in the management of eating disorders in children and adolescents in Canada.
Bibliographic record
Abstract
Studies show that physicians are dissatisfied with their training in the area of eating disorders in general, and a number of practice barriers and training needs have been identified. There are no known studies examining attitudes and needs of physicians or psychologists with respect to eating disorders in children and adolescents in Canada. This study’s objectives are to examine primary care clinicians’ self-assessed competence, barriers, and needs with respect to the diagnosis and treatment of eating disorders in children and adolescents. A 20-item survey was developed to obtain information from family physicians and psychologists in Ontario, Canada. Findings of this study suggest that, with some exceptions, selfassessments of competence are low, and barriers to practice include lack of skill, case complexity, and lack of resources. Identified training needs suggest that, despite discipline-specific differences, a large proportion of clinicians report an interest in learning more about all areas of the management of pediatric eating disorders, including prevention efforts. In Ontario, primary care clinicians are interested in receiving training and support to better identify and treat children and adolescents with eating disorders. As such, it is worthwhile to increase the number of training opportunities for students and professionals alike.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.000 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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".