Core-periphery assessment of collaboration for knowledge building and translation in continuing medical education
Bibliographic record
Abstract
Collaborative assessments have potential to support sociocognitive interactions that foster a shift from traditional educational models toward collective knowledge innovation networks. This study illuminates relationships between pre/posttest assessment and social network core-periphery analytics, verifi ed by content analysis, and demonstrates changes in positions/roles and the co-creation of ideas for translation to practice. Core-periphery analytics extends Freeman’s concept of centralization to shared leadership and is wellaligned with Knowledge Building theory. Family physicians in the End-of- Life Care Distance Education Program, a 5-month, online continuing medical education course, participated in this study. Core-periphery analysis of Knowledge Forum® build-on measures were correlated with individual pre/posttests results to provide structural visualizations of collaboration, across 5 modules. In both groups, participants with strong prior knowledge and pre/posttest gains shared core position/leadership roles with the facilitator. Thematic analysis of discourse identifi ed numerous emergent ideas and Knowledge Building trajectories, beyond module objectives – evidence of participant metadesign. This study provides a model of new possibilities for collaborative assessment and educational design to facilitate a shift from learning, as an exclusively individual enterprise with external assessment, to the creation of a community with participants assuming agency for the emergence of relevant issues and authentic, meaningful problems, scaffolded by transformative assessments – integral to Knowledge Building and creation.
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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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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".