Narrative Medicine: Reuniting our sense of purpose as clinicians and protecting against depersonalization and burnout
Bibliographic record
Abstract
ost western-trained medical students have encountered at least one PowerPoint slide early on in their training quoting Hippocrates, Father of Medicine, proclaiming that, "Where the art of medicine is loved, there is also love for humanity".Often met with a deep sense of awe and pride, this sentiment serves as inspiration to trainees worldwide as they embark on the life-long process of strengthening the knowledge, attitude and skills needed for this work: that of healing.Medical students, staff and resident physicians enter this field, one of implicit personal sacrifice made in favor of countless hours spent studying in libraries or at the bedside caring for ailing patients, with the hope that it will have been worthwhile.It is thus rarely primarily financial prosperity, rank, or status that drive prospective applicants to this discipline, but rather the desire to selflessly help our fellow humans in times of vulnerability and need.[1] In this way, the practice of medicine is widely regarded as beyond that of a career or a vocation, but one of calling. THE ONSET OF BURNOUTFast-forward a few years into residency or independent practice, and far too often little is left of this initial love for the art of medicine, let alone that for humanity.Hundreds, if not thousands, of sleepless nights later -sprinkled with unrelenting and, at times grueling, constructive feedback all whilst juggling emotionally
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| 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 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".