A collaborative approach for improving information literacy skills of dental hygiene students
Bibliographic record
Abstract
BACKGROUND: Evidence-based practitioners need to develop proficiency in locating and evaluating necessary information from a variety of sources, a concept known as information literacy. One potential source of information is the World Wide Web; however, the wide range in the quality of information available through the Internet indicates a need for strong critical appraisal skills. OBJECTIVES: To facilitate development of these skills in dental hygiene students, dental hygiene faculty collaborated with a librarian to implement a project to improve information literacy skills and integrate the use of the Internet into dental hygiene course work. METHODS: Students were required to develop a scenario about an aspect of dental hygiene practice, such as client health concern, practice management, or selection of an appropriate dental hygiene therapy. Students were to search the Internet, locate and evaluate a website that could address their scenario, and post this information and additional comments to a text-based computer conferencing section of a class website. Web CT software, particularly the computer conferencing function, was used to support asynchronous online activities. Student evaluation of the assignment was conducted using a 5-point Likert scale. RESULTS: Mean ratings for structure variables ranged from 3.94 to 3.81. Slightly lower mean ratings for process variables, ranging from 3.74 to 3.21, suggest room for improvement to activities. Mean ratings for outcome variables, ranging from 4.42 to 3.29, suggest achievement of the desired learning outcomes. CONCLUSION: Evaluation results warrant the continued inclusion of asynchronous online activities in conjunction with face-to-face classroom instruction.
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How this classification was reachedexpand
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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".