Improving Maternal, Newborn and Women’s Reproductive Health in Crisis Settings: A Cochrane Systematic Review
Bibliographic record
Abstract
Background: While emergency preparedness is a core public health function in Canada, public health emergency preparedness activities operate largely in the background until an event of concern raises their profile, as was observed during the Severe Acute Respiratory Syndrome (SARS) outbreak and recently, with Ebola Virus Disease. Despite the lessons learned from SARS, a persistent challenge for public health practitioners is defining what it means to be prepared for the Canadian public health system. Methods: This research used a qualitative study design. Six focus groups were conducted across Canada, employing the Structured Interview Matrix technique. The purposive sample consisted of inter-disciplinary professionals with roles in or relevant to public health emergency preparedness. Rich qualitative data was analyzed using content analysis. Emergent themes were identified by incorporating empirical data from each phase of the Structured Interview Matrix. Integrated knowledge translation was incorporated throughout the study design and involved knowledge users in study design and analysis. Results: will be presented for the essential elements of public health emergency preparedness across all-hazards emergencies. Emergent themes include the consideration of structures important to preparedness for emergencies, and the processes and resources found to be essential to preparedness in Canada. Detailed examination of elements will explore practice and experience; collaboration; communication; learning and recovery; and ethical considerations in planning and decisionmaking.
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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 | 0.002 |
| 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 | 0.000 |
| 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".