Presidential Address * Expanding medical education for better child care
Bibliographic record
Abstract
(Key words: expanding education, child care) Expanding medical education for better child care is the mission that I am planning to accomplish during my term in office and I hope to focus on this topic in my presidential address as well. Education is the platform on which knowledge, attitude and skills are acquired and is not a venture that ends with receiving a degree. Proper education should be an exciting, continuous and lifelong pursuit. In the 1970’s, John Holt, an educationist, in his thought provoking book titled ‘What do I do Monday’ makes the following comments about the process of learning 1. “Learning is reaching out into the world around us. We can only grow from where we are. If we don’t know where we are, we can hardly move at all with any sense of direction or purpose”. This statement illustrates the importance of first knowing where we are before we proceed to higher levels 1. The society in general and the medical profession in particular demand that professionals in whom they have invested continue to learn and contribute towards continued professional development. On this basis continued education appears to be an essential tool for professionals to have a positive impact on the health of individuals and populations. On July 4 1900, Sir William Osler, a Canadian physician, and one of the greatest icons of modern medicine, in a major address in London, said “More clearly than any other, the physician should illustrate the truth of Plato’s saying, that education is a lifelong process. ” The message is that what is learned in medical school is inadequate and would only provide the graduate with an incomplete knowledge for professional development 1. Osler clearly perceived that professionals need “refreshment, renovation and constant upgrading of knowledge, attitude and skills as an antidote against premature senility and redundancy. Daily contact with the bright young minds of our associates and good rapport with medical societies are important.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.007 | 0.007 |
| Insufficient payload (model declined to judge) | 0.332 | 0.205 |
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".