Pediatric Emergency Resident – Nurse Teaching: a Survey of an Innovative Method
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.
Bibliographic record
Abstract
Background: Triage is one of the most important steps in the emergency department (ED), as it helps to recognize the urgency among patients. A proper triage system identifies the most critical patients regardless of the time of presentation. Triage nurses rarely can follow up on their triaged patients to verify the accuracy of their decision. Methods: A teaching session on male genitalia triage by a Pediatric Emergency Medicine (PEM) resident was given to triage nurses and a survey was sent afterwards to all participants to evaluate the confidence in their triage accuracy before and after the session. Results: The results showed a statistically significant increase in the confidence of nurses in avoiding both undertriage and overtriage accuracy. Also, all the nurses recommended attending similar talks given by a PEM resident. This study has helped in ameliorating interprofessional relationship between the nurses and residents especially with the increased use of masks. However, the number of nurses is too small to be representative and a bigger quality improvement study is needed. Conclusion: PEM resident-nurses teaching is an innovative method to improve the accuracy and quality of triage and to help establish good interpersonal relationship skills in the pediatric ED. More studies are needed in the future to validate this technique so that it can be implemented for all presentations.
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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 | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.017 | 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 it