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 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 | 0.002 | 0.020 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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".