Pursuing additional pharmacy education among practicing pharmacists in the Republic of Trinidad and Tobago
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
Background: When pharmacists across The Republic of Trinidad and Tobago were asked whether they were interested in additional pharmacy education, a large proportion responded positively. Aims: To identify the perceptions of registered pharmacists regarding the potential benefits of pursuing additional pharmacy education and factors that may affect decisions to do so. Method: A cross-sectional survey using a paper questionnaire, along with an invitation letter and a pre-stamped return envelope, were mailed to all registered pharmacists in November 2010. This was followed two weeks later by a reminder letter. Results: Two-thirds of pharmacists who held BSc pharmacy degrees indicated interest in obtaining an additional degree. Perceived benefits of pursuing additional pharmacy education that were rated the highest were: (1) not wanting to remain with current knowledge, (2) improving clinical and research skills and (3) providing better patient care. Conclusions: A large proportion of registered pharmacists in the Republic of Trinidad and Tobago, particularly those with a BSc pharmacy degree were interested in additional university-level education.
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 | 0.001 |
| 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 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 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