Expanding the Frontiers of Distributed Medical Education (DME) in Psychiatry: Perspectives on Facilitators, Obstacles, and Influential Factors Affecting Psychiatrists' Willingness to Engage in Scholarly Activities
Bibliographic record
Abstract
Abstract Background Distributed Medical Education (DME), a decentralized model focused on smaller cities and communities, has been implemented worldwide to bridge the gap in psychiatric education. However, successful implementation and expansion of DME requires a thorough understanding of enablers, barriers, and the factors influencing psychiatrists' participation in scholarly activities, with faculty engagement playing a crucial role. This study aims to explore the expansion of DME in psychiatry, specifically focusing on these aspects. Methodology : This cross-sectional study was conducted as part of an environmental scan of Dalhousie Faculty of Medicine’s DME programs in Nova Scotia and New Brunswick. Quantitative data was collected through online surveys administered to psychiatrists from eight administrative health zones in both provinces. The surveys gathered information on sociodemographic factors, practice-related characteristics, and medical education. Statistical analyses, including descriptive analysis, chi-square tests and logistic regression, were performed to identify associations and predictors. Results The study included 60 psychiatrists practicing in both provinces. The findings reveal a gender imbalance in the psychiatric workforce, with a majority of participants (40/58, 69%) being male. International medical graduates made significant contributions to the psychiatric workforce (39/60, 65%). A considerable number of psychiatrists (43/59, 72.9%) held academic appointments, reflecting a strong academic presence. General adult psychiatry emerged as the primary specialization (37/58, 63.8%), and just above a third reported practicing psychotherapy (22/58, 37.9%). Factors such as availability for formal training, holding academic appointments, and practicing psychotherapy influenced psychiatrists' willingness to engage in scholarly activities. Conclusion This study provides valuable insights into the profiles and perspectives of psychiatrists regarding e DME in the Maritimes Provinces. Implementing the recommendations stemming from this research has the potential to enhance medical education and optimize psychiatrists' engagement in scholarly activities, ultimately contributing to the development of a comprehensive and equitable mental health system.
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.
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 | 0.015 | 0.032 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.004 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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 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".