Attitudes Towards Interprofessional Education Among Counselling Psychology Graduate Students in Canada
Bibliographic record
Abstract
Students (N = 77) from 3 counselling psychology graduate programs in Canada completed an online questionnaire to assess their attitudes towards interprofessional education (IPE). Data were gathered on students’ demographic characteristics, readiness for IPE, and perceptions about teamwork in healthcare. Most participants were female, aged 23–35 years, and were enrolled in a masters-level program with no previous interprofessional work experience. Participants’ readiness for IPE and professional stereotype scores were comparable to, if not greater than, scores reported by students in different healthcare disciplines in other studies. Thematic analysis revealed 4 key messages that counselling psychology students learned about interprofessional practice from their graduate programs: (a) there are limited IPE training opportunities for counselling psychology graduate students, (b) teamwork enhances patient care, (c) teamwork may threaten client confidentiality, and (d) the public and other healthcare professions undervalue psychologists in healthcare settings. Implications for the educational and professional development of counselling psychology in Canada are discussed.
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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 | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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 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".