The Weakness and DifficultnessonProb/em Base LearningEducational System in Faculty of Medicine in Indonesia
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
The application of competency-based curriculum (CBC) with a problem-based learning method (PBL) is an innovation of medical education in developing PBL Indonesia. 1 Itself on starting medical school in 1969 at McMaster University, Ontario, Kanada. 2 In practice PBL has many advantages among which can train students to think high rate (higher-Order of thinking), learning how to learn, 4 authenticity also supports education based on scientific evidence (evidence - based medical education). However, this method should be recognized even if it is not spared from shortcomings, such as resource constraints, unwillingness to change among educators, students are unfamiliar and uncomfortable with open-ended assignments that do not have one right answer, even if the assignments were too complicated, students become frustrated and stop thinking analytically that should increase. 5 Besides beginning students also have not been able to fully understand the concept of adult learning, because they themselves are in transition from adolescence into adulthood. They will have difficulty determining learning objectives ideal. 6 .[JuKeUnila 2014;4(7):45-51]
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 | 0.000 | 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