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Record W2826566695 · doi:10.2478/rpp-2018-0033

Enhancement of Qualitative Pharmacists’ Training: Canadian Experience

2018· article· en· W2826566695 on OpenAlex

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.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueComparative Professional Pedagogy · 2018
Typearticle
Languageen
FieldMedicine
TopicInnovations in Medical Education
Canadian institutionsnot available
Fundersnot available
KeywordsAccreditationPharmacyMedical educationCurriculumPharmacy practiceRestructuringProfessional developmentClinical pharmacyScope (computer science)MedicinePharmacy schoolQuality (philosophy)PsychologyNursingPedagogyPolitical science

Abstract

fetched live from OpenAlex

Abstract The necessity for the development and restructuring of pharmacists’ training programs to correspond their increased practical role in society has been substantiated. It has been determined that Canada for the last decade has introduced a lot of changes concerning enhancement of pharmacists’ training, among which the following are of special interest: fulfillment of the training with a strict accordance with the accreditation standards, selective admission to colleges of pharmacists, assessment of students’ critical thinking and teaching methods, improvement of courses content delivery, interprofessional cooperation, development of practical experimental education, clinical rotations programs, mentoring programs etc. It has been defined that accreditation standards for pharmacists’ training in Canada reflect professional and educational attributes that intend to develop practicing, clinical, patient-focused pharmacists. They outline that pharmacy education of high quality depends on multiple components, including general knowledge, basic and professional sciences, and professional practice experience. The pharmacy curriculum is expected to embrace the scope of contemporary practice responsibilities as well as emerging roles that ensure the rational and safe use of drugs in the individualized care of patients. In the research it has been found out that admission of students to pharmacy colleges is organized so that to select students possessing inborn leadership skills and those of decision making. A number of techniques and tests for admission have been analyzed. Teaching strategies of theory in practice, critical thinking, clinical reasoning, inference and decision-making, which are widely used in Canadian pharmacy education, have been characterized. It has been stated that professional cooperation between medical and pharmacy students in Canada is an approach to health protection aimed at the patient and is team-based. It underlines one’s strengths and skills related to health care provision and should be taken into account. Clinical experimental rotations are one more approach that should be taken into consideration by Ukrainian educators and legislators (early involvement of students to establishments for taking care of patients and rotations of both senior and junior students when the former mentor the latter).

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 imitation

Not 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.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.325
Threshold uncertainty score0.996

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.001
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0050.000

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.

Opus teacher head0.367
GPT teacher head0.601
Teacher spread0.233 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it