The relationship between the volume of clinical presentation exposures, hours, and student self‐rated confidence
Bibliographic record
Abstract
Abstract Introduction The relationship between student's self‐rated confidence and competency development is not clearly understood. The purpose of this study was to explore the relationship between confidence, the total number of practical hours, and the volume of clinical presentation (CP) exposures. Methods Confidence, practical hours, and the volume of CP exposures were collected over the last two years for thirteen undergraduate athletic therapy students, and a Spearman rho and Wilcoxon rank test were employed. Results Confidence grew steadily throughout the two years. Statistically significant relationships emerged between confidence and the volume of CP exposures at various time points. Discussion There were three significant findings in this study: (a) Confidence grew steadily over the course of a two‐year period; (b) the volume of CP exposures could influence confidence growth and, thus, may also be a factor to influence competency development over time; and (c) time alone did not influence the growth in confidence.
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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 | 0.006 | 0.002 |
| 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 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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".