73. "I just don't want to kill anybody": The first six months of postgraduate trainings
Bibliographic record
Abstract
This paper describes a qualitative study that used focus groups and individual interviews to explore newly graduated medical students’ experience of the first six months of a postgraduate training programme. This study explored the residents’ concerns, changes that occurred and the influences the residents attributed to those changes during the first six months, this paper focuses on the residents’ experience of responsibility during this initial training period. Residents felt there was a huge leap in responsibility when they made the transition from being a medical student to being a doctor, specifically in the areas of knowledge, practice management, and relationships. This paper describes how the residents felt there was a disconnect between their experience of responsibility as a medical student and their experience of responsibility as a doctor. Residents were concerned they lacked the necessary medical experience and expertise for someone wearing the title “doctor”. It was not until residents felt relatively confident that they were not going to harm patients with their knowledge that they were able to begin the process of understanding what it meant to be the family physician, which allowed them to begin identifying with the role of family medicine resident. This process took weeks for some residents and several months for others. This study lays the groundwork for better understanding the transition experience from undergraduate to postgraduate training from the resident’s perspective. This paper focuses specifically on the concerns residents had adjusting to their new responsibilities and the implications this might have for medical educators and curriculum developers. Hirsh DA., Ogur B, Thibault GE, Cox M. “Continuity” as an Organizing Principle for Clinical Education Reform. The New England Journal of Medicine 2007 (Feb):858-866. Kendall ML, Hesketh EA, Macpherson SG. The learning environment for junior doctor training – what hinders, what helps. Medical Teacher 2005; 25:619 – 24. Luthy C, Perrier A, Perrin E, Cedrascht C, Allaz AF. Exploring the major difficulties perceived by residents in training: a pilot study. Swiss Medical Weekly 2004; 134:612-17.
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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 | 0.007 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.011 | 0.007 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.006 | 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 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".