Client outcomes after student community fieldwork in Russia
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
Abstract This short report outlines how occupational therapy education was introduced in Russia in 1996 through a partnership between Canadian and Russian academic organizations and consumer groups. Role‐emerging placements were selected as a strategy to provide clinical experience in a healthcare system where there were no established occupational therapists. Students' ability to help clients to improve their occupational performance was evaluated through a record audit when the second cohort of students had completed their training. Thirty‐one files of clients aged 6 to 80 were reviewed. Clients' ratings of performance and satisfaction scores on the Canadian Occupational Performance Measure before and after occupational therapy intervention were examined. Analysis using the Wilcoxon signed rank test showed highly significant differences (p=0.001), indicating that students were able to help clients to improve their occupational performance. This is also interpreted as an indication of the success of the education programme. Copyright © 2000 Whurr Publishers Ltd.
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 | 0.001 | 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 | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.060 | 0.002 |
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