Medical Work in Developing Countries: How to Approach a Global Health Experience
Bibliographic record
Abstract
FeatureMedical Work in Developing Countries: How to Approach a Global Health Experience Theresa A. Townley, MD, MPH, , MD, MPH Theresa A. Townley, MD, MPH Published OnlineJune 15, 2011https://doi.org/10.3928/00904481-20110615-11PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail SectionsMore1.Haq C, Rothenberg D, Gjerde C, et al."New World Views: preparing physicians in training for global health work."Family Medicine. 2001; 33(3): 178–86. MedlineGoogle Scholar2.Gupta , et al."The International Health Program: The fifteen year Experience with Yale University's Internal Medicine Residency Program."American Journal of Tropical Medicine and Hygiene1999; 61(6). Crossref MedlineGoogle Scholar3.Willer WC, Corey GR, Laalinger GJ, Durack DT. International Health and internal medicine residency training: the Duke University experience. 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Google Scholar Previous article FiguresReferencesRelatedDetails Request Permissions InformationCopyright 2011, SLACK IncorporatedDr. Townley would like to thank Doctors Without Borders/Médecins Sans Frontières for providing her with the opportunity to work in global health and Tom Hall, Karen Lam and The Global Health Education Consortium for their assistance with this article.PDF downloadAddress correspondence to: Theresa A. Townley, MD, MPH, email: [email protected]edu.Theresa A. Townley, MD, MPH, is Assistant Professor, Internal Medicine and Pediatrics at Creighton University, Omaha, NE.
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How this classification was reachedexpand
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 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".