Current status of interprofessional education learning activities in wards provided by tertiary hospitals and secondary general hospitals and barriers
Bibliographic record
Abstract
Medical professional education in North America began to take a more systematic approach toward the development of competency-based interprofessional education (IPE). This was done to improve interprofessional collaboration competency while recognizing the limitations of academic achievement in traditional education that was centered on knowledge and attitude. In 1988, the World Health Organization (WHO) emphasized the importance of interprofessional education to improve student learning outcomes and focused on the need for interprofessional collaborative care to increase patient health outcomes. 2-3) Since then, the two types of educations have developed simultaneously. 2-3) Competency-based IPE is an education that integrates knowledge, skills, values, and attitudes that are job competencies for specific medical professions. 4) It is a teaching method in which medical profession students work and learn together to improve collaborative care and treatment quality. ollaborative care, as defined by the World Health Organization (WHO 2010), 6) the Canadian Interprofessional Health Collaborative (CIHC, 2010), 7) and the Interprofessional Education Collaborative (IPEC), 4) is that medical professional students collaborate with patients, their families, and community through IPE to solve problems such as patient safety, chronic disease management, and primary health care, as well as to provide the best healthcare. established in the several studies from Sweden,
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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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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".