Procedural experience of canadian neonatal-perinatal medicine fellows
Bibliographic record
Abstract
Context: Neonatal-Perinatal Medicine (NPM) is a high-acuity specialty where trainees need to be proficient in complex procedural skills. The ability to perform these skills independently is an important milestone toward becoming a competent neonatologist. Aims: The aim of the study was to characterize the current procedural experience of Canadian NPM trainees, the methods for recording their experience, and how competency in procedural skills is being assessed by training programs. Subjects and Methods: A 60-item online survey was sent to all NPM trainees enrolled in an accredited training program across Canada. Statistical Analysis Used: Descriptive statistics (means, medians, standard deviations, range, and interquartile ranges) and the Mann–Whitney U-test were used. Results: Twenty fellows (27%), including ten 1st-year and ten 2nd-year fellows responded. Procedural experience increased with length of training. Most fellows are required to maintain a procedure log and track specific procedures. About 50% of fellows reported that logs are not required to be signed off and there is often no standardized process to determine when a fellow can independently perform a procedure. About 55% of fellows felt that they had sufficient experience to be competent upon graduation. Respondents indicated that both fellows and programs are actively working to improve the procedural experience for trainees. Conclusions: This study provides normative data regarding the procedural experience of Canadian NPM trainees. Experience increases with years of training, but there is a need to more clearly define what procedures are most critical to attain competency. Currently, procedural experience tracking is highly variable between programs.
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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 | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".