Integration of Persons With HIV in a Problem-Based Tutorial: A Qualitative Study
Bibliographic record
Abstract
BACKGROUND: This qualitative study examined the effect of using persons with HIV-AIDS (PHAs) as facilitators of learning in an interdisciplinary problem-based learning curriculum. DESCRIPTION: Ten students representing 5 professions (medicine, occupational therapy, physical therapy, nursing, and social work) volunteered to participate in an 8-week course on rehabilitation issues in HIV. Two tutorial groups met weekly to discuss problems with the assistance of a faculty tutor and a PHA. Students completed a weekly journal outlining their experiences. At completion of the course, students participated in semistructured interviews. A qualitative analysis of the transcribed interviews and the journals was undertaken. EVALUATION: The PHA provided a unique perspective on living with HIV, acted as a resource, and challenged the students' values and assumptions. The presence of the PHA also presented challenges in that the students worried their comments might offend them. CONCLUSIONS: PHAs contributed significantly to students' learning and can be successfully incorporated into problem-based tutorials.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.013 | 0.018 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.009 | 0.005 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".