Developing leadership capacity for enhancing the professional education of multidisciplinary mental health practitioners
Bibliographic record
Abstract
There have been a number of studies overseas investigating collaborative inter-professional educational models for preparing mental health professionals who work in integrated or multidisciplinary mental health services. Recent implementations include the Canadian Collaborative Mental Health Initiative Tool kit, and the NHS Quality Improvement Scotland Standards for Integrated Care Pathways for Mental Health. Integrated and multi-disciplinary models of primary health service delivery have been shown to be effective and suitable for delivery of services in regional and remote rural areas and for Indigenous clients in Australia. The key strengths of multidisciplinary mental health service models may be attributed to their client focus and adaptation to complexity. The overarching aim of this Australian Learning and Teaching funded project is to develop effective, collaborative, cross-disciplinary leadership frameworks for university learning and teaching which enhance the professional preparation of the multidisciplinary mental health workforce. We are developing strategies that will prepare students in professional health training programs to be better equipped to work in multidisciplinary settings. This paper presents an overview of the project and the results of the first sets of interdisciplinary workshops.
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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 | 0.000 |
| 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 | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".