Attitudes of Undergraduate Social Work Students Toward \nInterprofessional Health Care Practice and \nInterprofessional Health Care Education
Bibliographic record
Abstract
In 2005, the Centre for Collaborative Health Professional Education at Memorial \nUniversity in Canada commenced an inquiry into the interprofessional education \n(IPE) of social work students. In the 2005/2006 academic year, undergraduate social \nwork students were introduced to an IPE program at Memorial University for the \nfirst time. This interdisciplinary initiative brought together students from pharmacy, \nnursing, medicine, and social work to develop and encourage interprofessional \neducational activities with the purpose of increasing collaborative patient-centered \npractice competencies of students and professionals (Sharpe & Curran, 2006). In the \nsubsequent three academic years (2005/2006, 2006/2007, 2007/2008) Bachelor of \nSocial Work (BSW) students explored a variety of IPE modules. This paper \nsummarizes the available literature on the topic of IPE and reports on data collected \nfrom three cohorts of undergraduate social work students regarding their attitudes \ntoward interdisciplinary team practice. Data collected are in relation to the Health \nand Wellbeing of Children module, one of the five module topics in which these \nstudents participated over the three-year period. It is proposed that by understanding \nstudent attitudes as they are evidenced at this early stage of professional \ndevelopment, valuable information will be provided to educators to inform best \npractices in the teaching and learning of interprofessional practice skills within the \ndiscipline of social work. Finally, the authors provide suggested directions for future \nresearch.
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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 | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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".