Effect of Early Introduction of Lectures on OTC Medicine Including TV Commercials and a Case Conference on Learning Motivation and Professional Sense among Freshmen Pharmacy Students
Why this work is in the frame
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Bibliographic record
Abstract
We gave a lecture on over-the-counter (OTC) medicines to freshmen pharmacy students as early as possible to enhance their professional sense and their learning motivation.The impact of the lecture was reinforced through the use of television commercials and a case conference.In addition,questionnaires were given to the 182 students who attended the lecture before and after it,and the responses of the 170 students who fully completed the questionnaires were analyzed.The following results were obtained.For the students who had bought OTC medicines in the past,the package was the most important factor in selecting the medicine.As a result of the lecture,the number of students who wanted help from a pharmacist in selection increased.Of the 166 students who had used OTC medicines in the past,152 had read package inserts.After the lecture,all students said that the package insert should be read before using OTC medicines.Attending the lecture also increased the number of students who considered it important to read the major items of the package insert,such as“Ingredient and amount”and“Drug characteristics”.The lecture also increased students’interest in the pharmacist dealing with OTC medicines about 1.8-fold.In addition,most students were satisfied with the lecture and it stimulated their interest in learning more about OTC medicines.In conclusion,we felt that the lecture had been useful in enhancing professional sense among freshmen pharmacy students as well as their motivation to learn about OTC medicines.
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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 | 0.007 | 0.001 |
| 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 | 0.000 |
| Open science | 0.000 | 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