Explorando la currícula oculta sobre salud global / Commentary: Exploring the hidden curriculum of global health
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
Estamos experimentando una apresurada expansion de programas de salud global en las universidades para dar cabida a estudiantes interesados. Un cuerpo creciente de literatura elabora acerca de las consideraciones eticas y practicas de experiencias singulares en la salud global y otros articulos comienzan a dar cuenta de las competencias necesarias para construir una curricula global para la salud. Sin embargo, hay una ausencia marcada de estrategias estandarizadas para la ensenanza de la salud global que orilla a los estudiantes a la construccion de su conocimiento a partir de fuentes disimiles: cursos formales, lecturas, conferencias, investigacion, mentores y materias electivas. - - - - - - - - Universities are experiencing a hurried expansion of global health programs to accommodate interested trainees . A growing body of literature has addressed the practical and ethical considerations for singular global health experiences, and other articles have begun to tackle competencies for building global health curricula . However, standardized approaches to teaching global health are frequently absent, leaving learners to build their knowledge through a variety of avenues: formal coursework, informal reading, conferences, research, mentorship, and electives.
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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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