Commentary for history special issue of <i>Research Synthesis Methods</i>
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
Research Synthesis MethodsVolume 6, Issue 3 p. 268-271 Commentary Commentary for history special issue of Research Synthesis Methods Iain Chalmers, Corresponding Author Iain Chalmers James Lind Initiative, Oxford, OX2 7LG UK Correspondence to: Iain Chalmers, James Lind Initiative, Oxford, OX2 7LG, UK [email protected]Search for more papers by this author Iain Chalmers, Corresponding Author Iain Chalmers James Lind Initiative, Oxford, OX2 7LG UK Correspondence to: Iain Chalmers, James Lind Initiative, Oxford, OX2 7LG, UK [email protected]Search for more papers by this author First published: 10 June 2015 https://doi.org/10.1002/jrsm.1144Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References Antman EM, Lau J, Kupelnick B, Mosteller F, Chalmers TC. 1992. A comparison of results of meta-analyses of randomized control trials and recommendations of clinical experts. JAMA 268: 240–248. Chalmers I. 1979. Randomized Controlled Trials of Fetal Monitoring 1973–1977. In O Thalhammer, K Baumgarten, A Pollak. (eds.). Perinatal Medicine (pp. 260–265). Stuttgart: Georg Thieme. Chalmers I. 2013. Health Research Authority's great leap forward on UK trial registration. BMJ 3479:f5776 Chalmers I, Altman DG. 1995. Systematic Reviews. London: BMJ Publications. Chalmers I, Nylenna M. 2014. A new network to promote evidence-based research. Lancet 384: 1903–04. Chalmers I, Hedges LV, Cooper H. 2002. A brief history of research synthesis. Evaluation and the Health Professions 25: 12–37. Chalmers I, Bracken MB, Djulbegovic B, Garattini S, Grant J, Gulmezoglu AM, Ioannidis JPA, Oliver S. 2014. How to increase value and reduce waste when research priorities are set. Lancet 383: 7–16. Chalmers TC, Matta RJ, Smith H, Kunzler A-M. 1977. Evidence favoring the use of anticoagulants in the hospital phase of acute myocardial infarction. New England Journal of Medicine 297: 1091–96. Clarke M, Hopewell S, Chalmers I. 2007. Reports of clinical trials should begin and end with up-to-date systematic reviews of other relevant evidence: a status report. Journal of the Royal Society of Medicine 100: 187–190. Cooper HM. 1982. Scientific principles for conducting integrative research reviews. Review of Educational Research 52: 291–302. Daniels M, Hill AB. 1952. Chemotherapy of pulmonary tuberculosis in young adults: an analysis of the combined results of three medical research council trials. BMJ 1: 1162–1168. Davis JM. 1976. Overview: maintenance therapy in psychiatry: II. Affective disorders. American Journal of Psychiatry 133: 1–13. Dickersin K, Chalmers F. 2014. Thomas C. 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The Journal of Nervous and Mental Disease 141: 231–239. Citing Literature Volume6, Issue3Special Issue: The Origins of Modern Meta‐analysisSeptember 2015Pages 268-271 ReferencesRelatedInformation
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 | 0.127 | 0.059 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.004 | 0.002 |
| 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