Bibliographic record
Abstract
BACKGROUND: Students' education in their clinical placements is often supervised by practising clinicians. Most health care professional programmes provide workshops and short courses to train clinicians for supervising student learning. CONTEXT: Although clinical educators are often expert clinicians with extensive years of clinical experience, they are not necessarily expert educators. The lack of educational experience can lead to clinical educators having difficulty relating to the student experience, and subsequent difficulty in planning a meaningful and effective learning experience. INNOVATION: We incorporated Kolb's model of experiential learning into the curriculum of a workshop that is regularly offered by the local university for training physical therapy educators. Using this model, participants had to feel and think like a student by putting themselves in a student's role. Over 3 years (2009-2011), 302 participants attended the workshop. Participants were asked to fill out a survey after the workshop to evaluate the incorporation of Kolb's model into the curriculum. After the workshop, participants reported a high level of satisfaction with the workshop (9.2/10), as well as a 50 per cent increase in their readiness and comfort in planning and supervising student learning. IMPLICATIONS: Kolb's model is a highly adaptable model that can be used effectively in the training of clinical educators. The experiential approach of this model enables educators to understand 'how it feels to be a student' and carry that understanding forward into planning learning experiences for their own students.
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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 | 0.005 | 0.012 |
| 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 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
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".