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Record W2911964886 · doi:10.15694/mep.2019.000021.1

Lifelong learning practices and leisure-time exercise habits of academic and community-based physicians

2019· article· en· W2911964886 on OpenAlex

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.

affAt least one author lists a Canadian institution in the pinned OpenAlex snapshot.
aboutThe title or abstract carries a Canadian signal from the geographic lexicon.

Bibliographic record

VenueMedEdPublish · 2019
Typearticle
Languageen
FieldMedicine
TopicHospital Admissions and Outcomes
Canadian institutionsUniversity of Alberta
Fundersnot available
KeywordsLifelong learningDescriptive statisticsLeisure timePsychologyMedicineQuality of life (healthcare)Leisure satisfactionMedical educationFamily medicineGerontologyNursingPhysical activityPhysical therapyPedagogy

Abstract

fetched live from OpenAlex

<ns4:p>This article was migrated. The article was marked as recommended. Objective: Physicians are required to be lifelong learners for the provision of quality patient care. At the same time, physician wellbeing is a critical component in the delivery of such care. This study was designed to examine: (1) lifelong learning practices and leisure-time exercise habits of academic and community-based physicians; and (2) associations of leisure-time exercise with work engagement, exhaustion, and professional life satisfaction. Methods: Using an online survey, quantitative data were collected from physicians practicing in Canada. The survey contained validated scales of physician lifelong learning, leisure-time exercise, work engagement, work exhaustion, and professional life satisfaction. Descriptive, chi-square, t-test, and correlational analyses were performed. Results: Physicians (n=57) reported moderately high levels of lifelong learning, with no significant difference between academic and community-based physicians. To stay current in their practice, the majority of physicians reported exchanging ideas/asking colleagues and searching databases as questions arise (&gt;90%), followed by engaging in clinical teaching and attending conferences and meetings of professional organizations (&gt;80%). Watching podcasts and webinars was the least preferred lifelong learning activity (&lt;50%). With respect to leisure-time exercise habits, more community-based physicians reported engaging in mild and/or moderate forms of exercising, whereas more academic physicians reported engaging in strenuous exercising in a typical week. Correlational analyses revealed that physicians' leisure-time exercise scores were positively correlated with professional life satisfaction (r = 0.25; p = 0.058) and work engagement (r = 0.29; p = 0.028) and negatively correlated with work exhaustion (r = −0.34; p = 0.01). Conclusions: Irrespective of the practice type, physicians tend to engage in lifelong learning activities that offer in-person interactions with colleagues and trainees. Regular participation in leisure-time exercise appears to enhance physicians' professional wellbeing. As such, these activities and habits should be encouraged, supported, and promoted within institutional culture and health systems in general.</ns4:p>

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 imitation

Not 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.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: Observational
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.025
Threshold uncertainty score0.458

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0000.000

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.

Opus teacher head0.020
GPT teacher head0.298
Teacher spread0.278 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it