Bibliographic record
Abstract
Curriculum Management and Governance Structure ♦ Curricular change is managed as shown in Figure 1.FIGURE 1:: Curriculum Management of the MD Program♦ The Committee responsible for the curriculum is the Undergraduate Curriculum Committee (UCC), which is a standing committee of the Faculty that meets monthly. ♦ Subcommittees of the UCC are PreClerkship, Clerkship, Curriculum Content and Review, Evaluation, Electives, and Clinical Skills. See http://www.med.uottawa.ca/assets/documents/bylaw/2009_bylaw9_eng.pdf for the Terms of Reference of this committee. Office of Education ♦ We have an Undergraduate Medical Education office and a dedicated administrative team. Please refer to the organizational charts in Figures 2 and 3 for a description of the organization of the medical education staff.FIGURE 2:: Organizational Chart of the Undergraduate Medical Education Office and Administrative TeamFIGURE 3:: Organizational Chart of the Undergraduate Medical Education Office and Leadership Team♦ The above-mentioned team provides support for the entire MD program. Financial Management of Educational Programs ♦ The Undergraduate Medical Education program has dedicated funds, with a stipend budget of $3.6 million and an operational budget of $2.1 million. Valuing Teaching ♦ Our medical school has the Academy for Innovation in Medical Education. For further information please visit: http://www.med.uottawa.ca/AIME/eng/. ♦ Career paths have been developed and include roles such as clinician teacher and clinician educator. ♦ Basic scientists and clinicians have been promoted to full professors on the basis of scholarship in education. Curriculum Renewal Process ♦ The curriculum renewal process for our MD program was launched in 2004. ♦ The core principles on which the renewed curriculum is based are: integration, clinical relevance, social responsiveness, scientist/generalist/specialist balance, professionalism, interprofessionalism, innovation, equivalence in both language streams, student centered learning methods, active multifaceted learning, and lifelong learning strategies. ♦ This revision is the product of an extensive consultation including student and faculty retreats, external reviews and use of best evidence in medical education, and recommendations from 18 working groups on areas of renewed focus. ♦ The revision is in keeping with the Association of Faculties of Medicine of Canada's recent recommendations from the Future of Medical Education in Canada Project. Learning Outcomes/Competencies ♦ Our educational objectives are structured around eight core competencies: clinician, professional, communicator, collaborator, scholar, person, manager, and health advocate. ♦ For the complete list of objectives, please visit: http://www.med.uottawa.ca/Students/MD/eng/md_educational_objectives.html. New Topics in the Curriculum Since 2000 ♦ Patient safety is one of our areas of increased focus; please see below. ♦ Team-based learning has been introduced as a learning strategy. This method is currently being used in our anatomy teaching and during our PreClerkship content on nephrology and obesity. ♦ A simulation center will be opening in the fall of 2010. Medical students have the opportunity to train during their Physician Skills Development course, as well as during their clerkship rotations. ♦ During our curricular renewal, we identified 18 areas requiring renewed focus. These are case-based learning aboriginal health professionalism global health complementary and alternative medicine pain palliative care pharmacotherapeutics clinical skills ethics and humanities physician wellness occupational health gender health interprofessional education nutrition health advocacy health systems patient safety Changes in Pedagogy ♦ We have moved from Problem-Based Learning to Case-Based Learning; we have introduced Team-Based Learning, as well as weekly core Self-Learning modules. Changes in Assessment ♦ Changes in student assessment include the use of Clinical Decision-Making Questions, the introduction of midterm examinations, the development of an electronic portfolio based on core competencies, and an increased focus on professionalism. Clinical Experiences ♦ Our clinical education for core rotations in years 3 and 4 includes exposure to tertiary care and community hospitals, as well as ambulatory and rural settings. Highlights of the Program/School ♦ Education is provided in English and in French, as per the mandate of our university. ♦ We have a fully integrated PreClerkship curriculum. ♦ A new Aboriginal Program has been developed. ♦ We have an MD/PhD program starting in September 2010.
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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 | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.008 | 0.002 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.629 | 0.305 |
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".