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Medical Education in the 21st Century

2011· book-chapter· en· W4232841956 on OpenAlex
Stefane Kabene

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

affAt least one author lists a Canadian institution in the pinned OpenAlex snapshot.
aboutThe title or abstract carries a Canadian signal from the geographic lexicon.

Bibliographic record

VenueMedical Informatics · 2011
Typebook-chapter
Languageen
FieldBusiness, Management and Accounting
TopicHealthcare Systems and Technology
Canadian institutionsWestern University
Fundersnot available
KeywordsHealth careQuality (philosophy)Order (exchange)Healthcare deliveryBusinessFace (sociological concept)Information and Communications TechnologyPublic relationsHealth professionalsKnowledge managementComputer sciencePolitical scienceSociologyWorld Wide Web

Abstract

fetched live from OpenAlex

As with many disciplines, the fields of healthcare in general and medicine, in particular, have made vast strides in improving patient outcomes and healthcare delivery. But, have healthcare professionals and medical academia been able to maximize the utilization of new technologies to improve the delivery of the right knowledge, to the right people, at the right time across geographical boundaries? In order to provide the best quality of care, regardless of patient or provider location, specific issues must be addressed. Healthcare consumers and providers recognize that the system is often over worked, time constrained, poorly funded and desperately in need of a means to maintain up-to-date knowledge and efficient skills in order to deliver the best quality of care (Health Canada, 1998). We also know that there is a large disparity in both the quality and types of healthcare available between developed and developing countries (Lown, Bukuchi & Xavier, 1998). Within a single country there are also differences in healthcare services based upon location (rural vs. urban areas), wealth, age, gender and a host of other factors (Health Canada, 2004). However, because Information and Communication Technologies (ICT) can be a simple and cost effective tool, it can make desperately needed medical knowledge available to developing coun tries (Pakenham-Walsh, Smith & Priestly, 1997). Furthermore, it is becoming more difficult to get physicians and extended healthcare professionals to participate in face-to-face seminars in order to learn about the progress and changes in the delivery of healthcare. Time, travel requirements and cost are the biggest barriers to overcome. For rural areas and developing countries these issues are even more evident (Ernst and Young, 1998). Today, many institutions and countries are exploring and implementing ICT solutions to help reduce these inequities. The fact remains however that in the case of developing countries, a critical shortage of healthcare professionals remains (Fraser and McGrath, 2000). Adding to the problem is the fact that the telecommunications network, the backbone of ICT, in Africa is the least developed in the world (Coeur de Roy, 1997) This article concentrates on two main aspects of ICT. First, it examines ways in which ICT can assist in information and knowledge transfer and second, it explores the challenges of ICT implementation.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesInsufficient payload (model declined to judge)
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Other · Consensus signal: none
Teacher disagreement score0.956
Threshold uncertainty score0.999

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0010.000
Research integrity0.0010.001
Insufficient payload (model declined to judge)0.0040.002

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.

Opus teacher head0.023
GPT teacher head0.261
Teacher spread0.238 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it