Training Program in Reproduction, Early Development, and the Impact on Health (REDIH): Evaluation of Year 1
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
Objectives : The purpose of this research was to use the W(e)Learn conceptual framework to design, deliver and evaluate the Reproduction, Early Development, and the Impact on Health (REDIH) training program for graduate students and post-doctoral fellows. Methods: The REDIH program provides stipends and other support, and runs semi-annual two-day face-to-face training sessions for trainees with their mentors. During the sessions, seminars and workshops are provided, and laboratory visits are arranged for trainees. A mixed methods approach (surveys and focus groups) was used to evaluate the content, delivery, structure and service of the first year of the REDIH training program. Results : Trainees recognized and appreciated three main improvements implemented into the second REDIH training session as a result of their feedback: (a) objectives and expectations were made clearer, (b) laboratory visits and more hands-on learning had been implemented, and (c) segregation between trainees and mentors had been greatly reduced. Trainees also had several recommendations for further improvements. Conclusions: Trainees were overwhelmingly appreciative of and grateful for the opportunity to be involved in the REDIH project. Trainees felt their voices had been heard during the first training session and steps were taken to address their expressed concerns and needs in the second session. This study also demonstrated that evaluation is critical for program design, improvement and long-term success. Perceptions of quality were strongly linked to a fit between participants’ experiences, needs, wants, and perceived competencies; a formal evaluation process; and project administrators and the curriculum committee respecting and responding to the participants’ feedback via the evaluators.
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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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 it