Undergraduate Psychology Students’ Perceptions About the Use of ICT for Health Purposes
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
Objective: Information and communication technologies (ICT) have great potential for health care. In this study we explore undergraduate psychology students’ perceptions about different specific uses of ICT for health (i.e. online interventions, health information websites, telehealth and online social networks). A total of 113 students answered an online survey designed to gather their perceptions about the use of these four types of interventions for health purposes. Results: Results showed that online interventions and telehealth were assessed as the best ways of using ICT for health, while the worst way was using social networks for health. The most frequently mentioned advantages were related to the fact that ICT can help with access to information and/or treatments, and that they are comfortable. The most frequently mentioned disadvantages were related to the quality of the information (for social networks and health information websites) and the fact that they were considered impersonal (for telehealth and online interventions). Conclusions: Students were not very enthusiastic about the use of ICT for health. Education is needed to change these perceptions and increase the likelihood that they will incorporate ICT in their future practice.
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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 | 0.006 | 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 | 0.003 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.004 | 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