Bibliographic record
Abstract
Introduction:A recent national assessment of emergency planning in Canada suggests that healthcare professionals are not properly prepared for disasters. In response to this gap, an interprofessional course in disaster management was developed, implemented, and evaluated in Toronto from 2007 to 2008. Undergraduate students in nursing, medicine, paramedicine, police, media, and health administration programs from Centennial College, the Michener Institute for Applied Health Sciences, George Brown College, Ryerson University, and the University of Toronto, took the eight-week online course. Curriculum developers set interprofessional competency as a major course outcome right from the start, and this concept guided content and activity development. The course was highly interactive and included video, a discussion forum, an online board game, and the opportunity to participate in a mock disaster simulation with professional staff.Methods:A research study, funded by Health Canada, was conducted using quantitative and qualitative methods to examine the impact of the course on students' disaster management competencies and interprofessional attitudes.Results:Results indicate that the online course and simulation exercise provided an excellent opportunity for undergraduate students to learn and practice inter-professional collaboration, develop disaster management skills, and develop empathy for victims.Conclusions:Results underscore the necessity of extensive inter-institutional collaboration regarding simulation planning, curriculum development, and faculty training. The session should be of interest to emergency and disaster educators, heakhcare professionals, policy-makers, and researchers.
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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 | 0.001 | 0.000 |
| 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 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".