Bibliographic record
Abstract
Background: Organ shortage is a Social dilemma. Efforts to overcome this crisis have been done through diverse alternatives: laws (donation options), medical (non-conventional donors) and education. Persistent of the emergency suggests that these measures werenot sufficient. This study analyzes controversies about education on organ donation. Should be evaluated the message to encourage donation? Possible reasons for the partial success: People do not know that: Transplantation is a usual medical practice. During life, everyone may be more receptor than potential organ donor. The body offers a unique source of health; Monotheists' religions accept donation. Organ donation more than a gift means to share life and might be considered as a social compromise. The message has not been widely addressed, particularly tothe youth. R E. Shoenberg cite “Helping young people understand the facts about transplantation increases the chance that: They will be sympathetic to donation, they will be more willing to designate themselves as donors; They will be more willing to give permission for donation. “But the organ transplant community has to offer strong inducements for teachers in various settings to take up the task”. Analysis of surveys concerning education on organ donation (Scopus until 2011): 889 surveys were study. Mostly analyzed medical behave about donation. Only 19 were addressed to students and teachers. Relevant remarks: 54% of teachers agreed with educational program. Transplantnews are rare and useless. Barriers to donation have more to do with knowledge than with cultural factors. Activity in schools: Performed in Canada and Argentina.In Canada 140 students (private school) and in Argentinean's provinces (public schools) >1000; from different socio-economic areas. One hour teaching includes concepts of transplantation history; end stage organ failure; waiting lists; brain death; donors; attitude of monotheist's faiths; different messages to the public. Similar understanding of unknown topics were significant considering the ethnical, cultural and socioeconomic differences of both groups. These experiences suggest that teaching programs should be pedagogically adapted to different society's idiosyncrasy and behavior. We verify that children from 10 years old understood the information. Final Remarks: Society should acknowledge that organ donation means to “share” a possibility of life. The inclusion of education on transplantation in school curriculum worldwide might be a challenge to increase the rate of organ donation in the future.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| 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".