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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
Introduction: In 2010, Dalhousie University implemented a new MD curriculum, placing an emphasis on self-directed learning (SDL) time. This study sought to understand how students use this time and whether they would benefit from more structure during SDL. We hypothesized that students spend significant amounts of SDL time on non- academic activities and would prefer to have more specific guidance and tasks. Methods: Pre-clerkship medical students at Dalhousie (n=223) were sent an online survey consisting of 18 questions using a combination of Likert scales, and text boxes for qualitative responses. Chi-square analysis was performed for each survey question. Results: Eighty-five percent (n=93) of medical students responded that time scheduled for SDL was sufficient (p<0.001) and 67% (n=73) responded that they would benefit from more specific guidance and tasks during SDL time (p<0.001). Forty-five percent responded that they “rarely” spent SDL time on non-academic activities (n=49), however only 14% (n=15) responded “most of the time” (p<0.001). Conclusion: The majority of respondents used SDL time for academic activities but felt they would benefit from more specific guidance and tasks. This is inconsistent with our hypothesis that students are spending significant amounts of SDL time on non-academic activities, but supports our hypothesis that students would prefer more structure.
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 | 0.016 | 0.024 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.005 |
| Insufficient payload (model declined to judge) | 0.002 | 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