O–RI–M: Reporting to Include Data Interpretation
Bibliographic record
Abstract
To the Editor: Ryan and colleagues 1 used a modified RIME (reporter–interpreter–manager–educator) framework (O–RI–M: observer–reporter–interpreter–manager) to capture individual preceptors’ assessment of their clerkship students’ overall performance. Their framework raises some conceptual concerns regarding the reporter designation and its use as the passing criterion for clerkships. For their study, the reporter designation focuses exclusively on communicating accurate clinical data in a basic descriptive fashion with data interpretation being a separate and distinct designation. A good reporter, however, is a trainee who has made sense of the patient’s findings by combining data gathering and data interpretation. 2–4 When a trainee presents a patient, their report simultaneously captures a story, filters and analyzes the data, proposes and argues diagnostic possibilities, outlines a plan, and often references resources. There is more subsumed in the reporter role than merely presenting data. Thus, the seldom-used observer designation (0.6%–4.6%) 1 could be redefined to include rote, descriptive reporting and the reporter designation to include interpretation (or RI), that is, O–RI–M. To set the passing clerkship criterion at the current reporter level also sends the wrong message—that somehow gathering data without interpretation is satisfactory for clerkship students. Data gathering and data interpretation go together and, at least for common problems, will be expected of interns on their very first day of internship. Apropos, Pangaro states, “We ask clerkship-level students to include at least three reasonable options in their diagnostic and therapeutic plan.” 5 Thus, data interpretation ought to be the norm for clerkship students. The interpreter designation was most frequently assigned (44.5%–46.8%), 1 a likely indication of its importance and expectation, followed by manager (24.0%–35.7%), 1 suggesting either a misunderstanding of the framework or some level of grade inflation. Given these concerns, opportunities for improvement would best focus on clarifying the framework and its application rather than simply “increasing the number of assessments to improve their reliability.” 1
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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 | 0.106 | 0.351 |
| Meta-epidemiology (narrow) | 0.003 | 0.002 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.004 | 0.016 |
| Scholarly communication | 0.012 | 0.010 |
| Open science | 0.012 | 0.005 |
| Research integrity | 0.022 | 0.027 |
| Insufficient payload (model declined to judge) | 0.007 | 0.009 |
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".