Learning and teaching professionalism
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
This chapter explores key aims, principles and frameworks for education about professionalism, outcome-based approach, the hidden curriculum, learning environment, teaching communication, ethics and the law, fostering self-awareness, the role of humanities, creative writing and narrative approaches, inter-professional learning approaches, involving patients, patient safety, personal development plans, revalidation and appraisal. Role models are so important in the context of learning and teaching professionalism that such terminology is a negative influence on professional attitudes. Medical schools have responded by developing and consolidating teaching and assessment in relevant areas, often drawing themes together into a coherent curricular strand. The ability to evaluate ethical and legal issues raised by medical practice is a core clinical skill and a key attribute of professionalism. Using the Calgary–Cambridge framework, the process of communication can be broken down into units, and the component &s;micro-skills&s; taught at an appropriate level.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.076 | 0.002 |
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