Promoting Health Information Literacy to the Wider Community : The Mini-Med School Experience
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
1) Program Objective : Collaboration with the University’s Mini-Med School to reach members of the community and to provide support for health information literacy. \n2) Setting : McGill University has offered Mini-Med School, an outreach initiative to educate the public about medical science for the past 5 years. \n3) Participants : Each year, McGill Mini-Med School registers to capacity with over 400 participants. Of these, a small proportion registered for an additional workshop led by a librarian.\n4) Program : While it is widely agreed that information literacy skills should be fostered in institutions of higher education, little is known about attempts to teach about information literacy outside of academia. This year, the Library offered optional, hands-on workshops, on “Finding Health Information Online” to all Mini-Med School participants. A life sciences librarian designed and coordinated the workshops, while consumer health librarians from affiliated hospitals assisted in the delivery. Feedback was obtained from all participants using a paper and pencil questionnaire.\n5) Results : While a modest number of participants chose to take the hands-on workshop, the response to the instruction was overwhelmingly positive.\n6) Conclusion : By collaborating with faculty and staff to deliver health information literacy initiatives to the greater community, librarians have the opportunity to not only reach a broader group of users, but to foster partnerships with researchers in their own institution. The promotion of health information literacy through existing outreach programs such as Mini-Med School is a potential source of increased visibility within and without the university.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.014 | 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 it