2277- PROFESSIONAL COMPETENCIES FOR ACCOMPANYING CHANGE IN HEALTH DOMAIN
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
Major changes different domains in Quebec (Canada) and other country in the last decade provided the backdrop for accompaniment-research-training projects. In two projects already done Lafortune (2008a,b; 2012a,b) identified two structured, foundational models (education and health domains) to implement major changes that require an overhaul of professional practices and greater professional autonomy; and to develop expertise in accompaniment-training in using reflective-interactive strategies. The approach taken, accompaniment-research-training, extends data collection so that the research instruments serve as training tools and vice versa. Another feature is the adaptation and reuse of materials, which leads to evidence of actions taken. Additionally, accompaniment-research-training is characterized by emergent theory building. Among the outcomes of the project described herein are a model for change and a framework of eight professional competencies for accompanying a change. This text focuses on the frame of reference of eight competencies, which constitutes an integrated, coherent system that includes descriptions of the competencies and professional acts used to accompany and implement change. Two competencies will be presented: C2: Model reflective practice when accompanying change; C3: Take the affective domain into consideration when accompanying change. (Lafortune, 2008a; Lafortune, 2012b).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.006 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it