Chapitre 10 . La coconstruction d’un cadre d’apprentissage en éthique par une équipe apprenante : une démarche pédagogique en éthique
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
This article describes the experience of a work team and the process of developing a learning framework for professional ethics in healthcare. This framework is designed to help healthcare professionals to deal with complex clinical or research situations. Our interdisciplinary team developed a framework that identifies three interrelated learning objectives. These objectives are divided into key elements, considering the complexity of professional action and the autonomy of the learner. The framework also includes a progression in the development of these objectives. It serves as an essential tool to design and evaluate ethics-focused learning tailored to the pedagogical context and organization of various clinical and scientific programs. In the experience of its coconstruction, the team has seen the richness and challenges of operating in a posture that is both learning and ethical. Making clearer the team's experience by combining these two perspectives will enable other teams to draw inspiration from it. This dialogical, iterative approach, nourished by the diversity of individual perspectives, has led to an evolution in ethics teaching knowledge. It supports innovation in training curricula based on this framework.
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 | 0.041 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.004 | 0.005 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.006 | 0.019 |
| Insufficient payload (model declined to judge) | 0.003 | 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