Application of PBL Combined with Multimedia Technology in Standardized Training of Ophthalmic Residents
Why this work is in the frame
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Bibliographic record
Abstract
To study the application of PBL combined with multimedia technology in standardized training of residents. Retrospective analysis was carried out to select 15 general scientists in the rotation of ophthalmology in the standardized training of 2020 residents in the Second Clinical Medical College of Inner Mongolia University for Nationalities from May 2022 to May 2023, and 15 general scientists in the rotation of 2021 residents in the standardization training of ophthalmology. They were divided into the teaching method group of PBL combined with multimedia technology (observation group, n=15). The traditional teaching method group (control group, n=15) was used to statistically analyze the assessment results of residents in the two groups and their satisfaction with teaching methods. The theoretical, clinical skills and comprehensive ability of residents in the observation group were significantly higher than those in the control group (P<0.05).The residents in the observation group were significantly higher than those in the control group (80.0% (12/15), 73.3% (11/15), 73.3% (11/15), 73.3% (14/15), 80.0% (12/15), 80.0% (12/15)86.7% (13/15), the difference was statistically significant (P<0.05).It is concluded that PBL standardized training combined with multimedia technology teaching method is more effective than the traditional single teaching method.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.005 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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