An International Public Health Course For Health Science Students
Bibliographic record
Abstract
INTRODUCTION Modern students want to be global citizens. You only need to browse university brochures and Web sites to appreciate the popularity of undergraduate study-abroad and semesterat-sea programs. This popularity extends into professional training programs as well. The number of physician assistant (PA) programs offering international clinical rotations is increasing, with 77 programs reporting active or inactive international rotation sites in 2007.1 The Physician Assistant Education Association (PAEA) International Affairs Committee recently administered a survey regarding student participation in international rotations and reported that 233 students completed an international rotation in 2006.1 Such activity may be reflective of the overall globalization of the PA profession, with at least seven nations (Australia, Canada, South Africa, England, Scotland, Taiwan, and the Netherlands) now exploring the development of health professions with clinical roles similar to those of PAs.2 The Duquesne University John G. Rangos School of Health Sciences offers educational programs in athletic training (AT), health management systems (HMS), occupational therapy (OT), physical therapy (PT), physician assistant, speech language pathology (SLP), and a doctoral program in rehabilitation sciences (DRS). The Duquesne University PA program is a 5-year, entry-level master’s degree program that enrolls college freshmen, most of whom have no medical experience. The program has established international rotations for PA students in Haiti and Africa, for which feedback has been overwhelmingly positive. In 2005, we decided to expand our international repertoire and develop an overseas experience appropriate for PA students, as well as students from other departments in the School of Health Sciences, prior to matriculation into the clinical phase of training.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.351 | 0.098 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".