Bibliographic record
Abstract
We thank Dr. Boucharel for her comments on our article. We agree that no single faculty development system functions well without fulsome institutional support. Although programs like the Academic Life in Emergency Medicine Faculty Incubator may increase collaboration, shared learning, and scholarship, it is essential that this endeavor be combined with more systemic efforts aimed at valuing clinician–educators—beyond merely publications.1 As discussed by Chan and Kuehl,2 publication metrics serve as a method of assessing productivity for only some types of scholarship, but undervalue other impor tant scholarly pursuits defined by Boyer (e.g., scholarship of teaching).2,3 This can lead busy academic clinicians to focus their efforts primarily toward publications, while dissuading educators from devoting time to other important endeavors within academics (e.g., curricular design, program administration, didactic lectures, mentorship). To address the challenges facing clinician–educators, institutions must partner with educators to redefine criteria for promotion and tenure, as well as ensure appropriate support for scholarship, teaching, and mentorship. We must reevaluate and properly reward our clinician–educators so we do not lose an essential component of our medical faculty.4 Michael Gottlieb, MDChief academic officer, Academic Life in Emergency Medicine Faculty Incubator, and assistant professor and director of emergency ultrasound, Department of Emergency Medicine, Rush University Medical Center, Chicago, Illinois; ORCID: https://orcid.org/0000-0003-3276-8375.Sara M. Krzyzaniak, MDChief operating officer, Academic Life in Emergency Medicine Faculty Incubator, and clinical assistant professor, Department of Emergency Medicine, and assistant program director, Emergency Medicine Residency, University of Illinois College of Medicine Peoria, Peoria, Illinois; ORCID: https://orcid.org/0000-0002-8173-2750.Teresa M. Chan, MD, FRCPC, MHPEChief strategic officer, Academic Life in Emergency Medicine Faculty Incubator, and associate professor, Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada; [email protected]; ORCID: https://orcid.org/0000-0001-6104-462X.
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.
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 | 0.010 | 0.112 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.005 |
| Scholarly communication | 0.006 | 0.010 |
| Open science | 0.004 | 0.004 |
| Research integrity | 0.028 | 0.057 |
| Insufficient payload (model declined to judge) | 0.016 | 0.012 |
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".