Bibliographic record
Abstract
The Maintenance of Certification (MOC or MAINCERT) program of the Royal College of Physicians and Surgeons of Canada (RCPSC) became a reality on January 1, 2001. Physicians have, thus, all had to decide how they, as individuals, are going to keep track of MAINCERT activities. The present paper assumes that readers have decided to use computer-assisted recording and submission of MAINCERT activity hours to the RCPSC as the primary methods of record keeping and submission (Table 1). Framework of educational (continuing professional development [CPD]) options of the Royal College of Physicians and Surgeons of Canada Rounds, journal clubs Workshops, courses, conferences Distance education programs Nonaccredited rounds and meetings Reading journals and texts Information (MEDLINE) searches Audiotapes and videotapes Computer and Internet continuing medical education Self-assessment programs developed or sponsored by national specialty societies, faculties and colleges Training or virtual reality simulators used for the purpose of self-assessment Personal learning projects generated from participating in a CPD activity in another section Keeping a learning portfolio Traineeships, preceptored courses, Masters and PhD studies Practice audits and patient surveys Institution audits, incident reports, utilization studies Other care appraisal studies (based on the practices of peers) Publications (eg, manuscript reviews) Preparation of presentations, teaching, examinations (question writing) Research (eg, grant proposals and trials) Setting standards (clinical practice guidelinedevelopment) Rounds, journal clubs Workshops, courses, conferences Distance education programs Nonaccredited rounds and meetings Reading journals and texts Information (MEDLINE) searches Audiotapes and videotapes Computer and Internet continuing medical education Self-assessment programs developed or sponsored by national specialty societies, faculties and colleges Training or virtual reality simulators used for the purpose of self-assessment Personal learning projects generated from participating in a CPD activity in another section Keeping a learning portfolio Traineeships, preceptored courses, Masters and PhD studies Practice audits and patient surveys Institution audits, incident reports, utilization studies Other care appraisal studies (based on the practices of peers) Publications (eg, manuscript reviews) Preparation of presentations, teaching, examinations (question writing) Research (eg, grant proposals and trials) Setting standards (clinical practice guidelinedevelopment) Reproduced with permission from the Royal College of Physicians and Surgeons of Canada (1) Framework of educational (continuing professional development [CPD]) options of the Royal College of Physicians and Surgeons of Canada Rounds, journal clubs Workshops, courses, conferences Distance education programs Nonaccredited rounds and meetings Reading journals and texts Information (MEDLINE) searches Audiotapes and videotapes Computer and Internet continuing medical education Self-assessment programs developed or sponsored by national specialty societies, faculties and colleges Training or virtual reality simulators used for the purpose of self-assessment Personal learning projects generated from participating in a CPD activity in another section Keeping a learning portfolio Traineeships, preceptored courses, Masters and PhD studies Practice audits and patient surveys Institution audits, incident reports, utilization studies Other care appraisal studies (based on the practices of peers) Publications (eg, manuscript reviews) Preparation of presentations, teaching, examinations (question writing) Research (eg, grant proposals and trials) Setting standards (clinical practice guidelinedevelopment) Rounds, journal clubs Workshops, courses, conferences Distance education programs Nonaccredited rounds and meetings Reading journals and texts Information (MEDLINE) searches Audiotapes and videotapes Computer and Internet continuing medical education Self-assessment programs developed or sponsored by national specialty societies, faculties and colleges Training or virtual reality simulators used for the purpose of self-assessment Personal learning projects generated from participating in a CPD activity in another section Keeping a learning portfolio Traineeships, preceptored courses, Masters and PhD studies Practice audits and patient surveys Institution audits, incident reports, utilization studies Other care appraisal studies (based on the practices of peers) Publications (eg, manuscript reviews) Preparation of presentations, teaching, examinations (question writing) Research (eg, grant proposals and trials) Setting standards (clinical practice guidelinedevelopment) Reproduced with permission from the Royal College of Physicians and Surgeons of Canada (1) This paper also assumes that readers have decided to do more than simply record their hours on the RCPSC Web site, the Web Diary. The Web Diary comprises a two-pronged approach: active learning via the Web Diary (not only does one record the hours spent solving or learning about a clinical or research problem, but also records how that will change everyday decision-making); and registering the number of hours in the RCPSC's MAINCERT categories. The following items are needed to access MAINCERT: The capacity to access the Internet with a home or office computer, preferably with a personal computer and not a MacIntosh computer. The latter is not supported by MAINCERT software at this time. The Web site address . The RCPSC Web site is reached automatically from this site. Identification numbers (IDs) and passwords. The ID number for both the Web Diary and the RCPSC Web sites is your RCPSC ID. The Web Diary password is personalized on your first visit to the site (follow the directions), and the RCPSC password is your last name, eg, Francoeur. If you belong to a virtual, private network (such as some university systems) that have globally turned off ‘cookies’ (small computer files transferred by WebMD to your computer's hard drive to allow for aggregate data use), then you will not be able to access WebMD without fancy technical adjustments. Access the Web Diary site . Enter your ID number. Enter your personalized password. Click on ‘Login’. Click on ‘Other CPD activities’. Click on ‘Add a CPD activity’. Fill in the following boxes: title; section code, time spent, etc (use the ‘cascading arrows’); and write in personal notes in the comments box to yourself about the learning activity. Click on the white box entitled ‘RCPSC link’. Enter your ID number. Enter your password (ie, your last name). Click on ‘English’ or ‘French’. Maximize your screen. After choosing ‘Submit hours for maintenance of certification’, click on ‘Go’. Enter the number of hours spent on the CPD activity in the appropriate category. Click on ‘Submit hours’ and you will see the summary page. Do not click on ‘Back’ on your Web browser. If you wish to enter more hours, click on ‘Return to Web entry form’. Close the ‘RCPSC Profile Summary’ dialogue box. This will return you to your Web Diary. ‘Check’ off ‘Record submitted’. Click on ‘Save’, or if you are finished, click on ‘Save and Exit’. To add another activity, click on ‘Other CPD activities’ written in cursive type near the top of the page. Then click on ‘Add a CPD activity’ and start over. Hopefully, in the near future (Fall 2001), the ‘RCPSC link’ will be automated so that Web Diary entries will automatically enter your MAINCERT summary page. Good luck!
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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 | 0.002 | 0.014 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.002 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.007 | 0.013 |
| Open science | 0.003 | 0.007 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.175 | 0.086 |
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 source (direct Gemma or distilled Codex), 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".