Exploration Self-direct Learning Methods Based on the Training of Medical Interns' Self-direct Learning Ability
Why this work is in the frame
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Bibliographic record
Abstract
To study the self-direct learning methods in the development of self-direct learning ability of medical interns and analyze the influencing factors. This study included 150 medical interns were selected and divided into a control group and an experimental group. The interns in the traditional mode are the control group, and the interns in the practice group rotation system are the experimental group. There are 75 medical students in each group. And there is no significant difference in the general data of teachers' professional titles, education and teaching qualifications (P>0.05). Before the experiment, there was no significant difference in the total scores of self-direct learning and thinking abilities of the two groups of medical interns. After the experiment, the total scores of self-direct learning and thinking abilities of the experimental group were higher than those of the control group, and the difference was statistically significant (p<0.05). After the internship, the satisfaction and assessment scores of the interns in the experimental group were higher than those in the control group, and the difference was statistically significant (p<0.05). Finally, during the clinical practice period, we should pay attention to cultivating ability of the independent learning and thinking of medical interns, and the application of the practice group rotation system can promote students' independent learning and thinking.
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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 | 0.008 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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