The impact of HIV epidemic phases on the effectiveness of core group interventions: insights from mathematical models
Why this work is in the frame
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Bibliographic record
Abstract
Mathematical models have highlighted the disproportionate contribution of core group transmitters to the spread of sexually transmitted diseases. Because the effectiveness of interventions varies with time, it has been suggested that epidemic phases should be considered in the design of prevention strategies. This study aimed to examine the impact of HIV epidemic phases on the effectiveness of HIV interventions based on gonorrhoea screening and condom use, targeted to core groups. The results are based on a mathematical model of gonorrhoea and HIV transmission in a relatively slow spreading HIV epidemic using Cotonou (Benin) as an example. For epidemics with a low reproductive potential modest core group interventions can significantly reduce HIV incidence and prevalence. As the epidemic matures, effective interventions should also incorporate core and non-core populations. For epidemics with a high reproductive potential, core group interventions are necessary but not sufficient to have a rapid and large scale impact. A more general population approach is also needed early in the epidemic. Epidemic phases are also important in the evaluation of prevention strategies.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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