After the final: knowledge retention for online and face to face histology students (725.12)
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
We have developed an online histology laboratory course covering the same material as a Face to Face (F2F) course. Previously, we reported no significant differences in outcomes between the formats. Here we investigate knowledge retention four to six months following completion of the course. In this study, online and F2F students were invited to complete a 20 question practical quiz with a time limit of 20 minutes. These questions covered the main tissues and organs highlighted in the course. Students completed this quiz either immediately following or between four and six months after the completion of the course. Students who attempted the quiz immediately following the completion of the course scored a mean of 73.1 ±12.8% while those who attempted the quiz several months following showed significant reductions in their scores (online 36.6 ± 15.1% and F2F 43.0 ± 17.3%). However, there was no significant difference in the knowledge retention for students who took the course in the online or F2F format. These results suggest that although knowledge retention declines for both online and F2F students, there is no difference in knowledge retention between students who study histology in the online or F2F format. Grant Funding Source : Supported by: Socical Sciences and Humanities Research Council of Canada
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 | 0.003 | 0.000 |
| 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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