Designing a financial wellness curriculum for paediatrics residents—an educational needs assessment
Bibliographic record
Abstract
Objectives: Resident physicians face important financial decisions; however, formal education in financial literacy within residency programs is lacking. Current literature reports that residents have poor financial knowledge, increasing levels of debt, and associated anxiety. There have been no published reports on financial well-being among paediatrics residents in Canada. Methods: Using Kern's six-step approach for curriculum development, a targeted educational needs assessment was performed. Surveys were distributed to assess residents' financial knowledge, interest, behaviours, and to evaluate early career paediatricians' perceived readiness for managing finances upon graduation. Descriptive statistics were performed in Microsoft Excel. Results: Seventy-eight participants (35 residents and 43 early career paediatricians) were included. Seventeen (63.0%) respondents were very interested in participating in a financial curriculum, and 18 (66.7%) respondents strongly agreed that formal education in financial literacy in residency is important. Conclusions: Participants expressed a strong desire for a financial curriculum, which represents an educational gap in residency.
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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 | 0.006 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".