Development of Practical Clinical Trials Education Program for Pharmacy Students
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
Clinical trials are essential for the approval of new drugs and to ensure that they are performed under the highest quality control,the clinical research coordinator (CRC) should play an important role in their various processes.Although some CRC training programs have been developed for pharmacists and nurses,there are still no such practical education programs for pharmacy students,though the Model Core Curriculum for Pharmaceutical Education states that“acquiring a basic knowledge of clinical trials and a professional attitude in their practice”are required as a general instructional objective.Therefore,we performed questionnaire survey of pharmacy students concerning what they would like to learn in practical training on clinical trials and based on the results,proposed a practical clinical trials education program for pharmacy students based on the Model Core Curriculum for Pharmaceutical Education.Our program consists of two courses : a basic course and an applied course.The aims of the basic course are to gain knowledge of the essential aspects of clinical trials and learn basic management skills and those of the applied course to develop communication skills and learn how the CRC can acquire a professional attitude towards the conduct of clinical trials.
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 | 0.033 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it