Canadian Athletic Therapists' Association Education Task Force Consensus Statements
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Context: A published commentary from 2 of the current authors acted as a catalyst for raising some key issues that have arisen in athletic therapy education in Canada over the years. Objective: The purpose of this article is to report on the process followed to establish a number of consensus statements related to postsecondary athletic therapy education in Canada. The consensus statements should act as a future plan for entry-level athletic therapy education. Design: Content validation for consensus statements. Setting: Video-conference meetings at 7 Canadian postsecondary colleges/universities. Patients or Other Participants: Canadian Athletic Therapists' Association (CATA) program directors and CATA leaders from education, certification, and program accreditation committees. Main Outcome Measure(s): A Delphi method and modified Ebel procedure were used to gather opinions from participants about athletic therapy education. Results: We created 10 consensus statements, with a series of caveats that are presented in this article. All components received at least 80% consensus from the expert validation group. Conclusions: The final Education Task Force Report was created and content was validated by a group of experts in the topics associated with every consensus statement. The final report was presented to the CATA Board of Directors for adoption and implementation.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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) | 0.003 | 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 it