GAZİ ÜNİVERSİTESİ TIP FAKÜLTESİNDE AKILCI İLAÇ KULLANIMI STAJININ TEMELLERİNİN ATILMASINDA ULUSLAR ARASI İŞBİRLİĞİNİN VE FARMAKOLOG-KLİNİSYEN ORTAKLIĞININ DEĞERLENDİRİLMESİ
Bibliographic record
Abstract
The aim of the manuscript is to share our experience with other faculties that are planning to start RPT training by presenting the content and the results of an education model while building the roots of Rational Pharmacotherapy clerkship for the fifth year students in Gazi University Medical School (GUMS). In that way we aim to. Before the training, GUMS has organised a 3- day workshop with Dalhousie University School of Medicine- Canada in order to determine and to inform the academic staff who are interested in RPT. Another aim of the workshop was to help both pharmacologists and clinicans to understand the importance of the subject and increase their interest to the field of RPT. 60 people from various fields attended the workshop. All attendants agreed that RPT training should take part during the undergraduate medical education. A few months later, all academic faculty who wanted to train the students also attended the “ Training of Trainers” course for 7 days. 11 clinicians from 8 different fields and 3 pharmacologists took role as a trainer during the RPT training. In this model, RPT training is repeated in 9 groups and one clinician and one pharmacologist acted as a trainer in each group. Although the notes from the workshop and the clerkship have been introduced in details in the manuscript, the feedback of the students and the trainers for the clerkship revealed that, this model gave an oppurtunity to students to work one to one with clinicians from different fields and helped clinicians to understand the scope of pharmacologists in the selection of the appropiate drugs and the importance of RPT training.
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.003 | 0.004 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.002 | 0.005 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.005 | 0.001 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.012 | 0.004 |
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; both teacher heads agree on what is shown here.
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".