Teaching health systems leadership and innovation to physicians
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: A master's programme in Health Systems Leadership and Innovation was launched in 2016 to integrate health systems science and innovation management within the medical education continuum. OBJECTIVES: To identify faculty and staff perceptions of tailoring the programme to accommodate potential future learning needs as a continuous quality improvement initiative of the programme. METHODS: A combination of two qualitative research methodologies was used: (1) a situational analysis to explain context and (2) a collaborative autoethnographic approach to understand the evolution of the programme and future directions. Faculty and staff involved with the programme were invited to participate after obtaining institutional research ethics approval. In conducting a collaborative autoethnography, all authors are participants who narrate, analyse and theorise about their individual and or collective experiences. RESULTS: Nine faculty and three staff members narrated their perceptions of the programme. The situational analysis identified major internal and external actors, major processes and external actants relevant to the programme. It also outlined the multiple overlapping social arenas where the students, faculty and staff were situated through a social world map and differing positions of the authors with respect to the programme's future learners. The master narrative identified an urgent need for internal and external communications about the programme and to revisit course delivery methods. The authors were divided in their opinion as to whether the programme should continue to cater to undergraduate medical students or focus on physicians or have learners from multiple educational levels in the same class. CONCLUSIONS: The programme needs marketing, continuous course assessments and revisions to ensure visibility and relevance. The programme offers a flexible pathway for students at different stages in the career path from novice medical students to consultant physicians, and tensions related to the level of medical education hierarchy in the class are being managed by the faculty.
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.
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 | 0.001 | 0.001 |
| 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 it