Percepción sobre el proceso de acreditación e implementaciones desarrolladas por los docentes de la Facultad de Odontología, Universidad de Costa Rica (UCR)
Bibliographic record
Abstract
This study assesses the perception of the faculty at the Dental School of University of Costa Rica, about the accreditation obtained in April 30, 2009, and evaluates the implementation developed as part of this improvement process. The survey evaluates the quantity of scientific publications and participations in teaching courses before and after 2009, to assess the effect caused by the accreditation on the performance of the teachers. To quantify the perceptions, faculty were asked to rate the acceptation or rejection to some statements that were used to qualify the accreditation process. The survey was completed by 81 teachers, which had at least a quarter time appointment. The results lead us to deduce that the surveyed faculty agrees with the accreditation of the School, because they accept the statements about positive aspects of the accreditation, with the approval rate ranging between 63.75 y el 87.5%. Those statements classified as negative were disapproved by most of the teachers in a range between the 47.5 y 63.7%. Concerning the implementations made by the teachers, there was an increase in the quantity of publications made after the accreditation and in the teacher training courses has been equated to the historic accumulated in two years. In conclusion this investigation permits to suggest that the faculty is committed with the accreditation and in general, actions are being implemented to successfully achieve the re-accreditation.
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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 | 0.005 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".