Reinvigorating Engagement and Collaboration through Interprofessional Education (RECIPE) in nursing and public health students
Bibliographic record
Abstract
An interprofessional education (IPE) activity was piloted in an undergraduate Research Methods course with sophomore nursing and public health students. Students worked in small mixed groups mentored by course professors to critique a research article. The study aims to evaluate the IPE effectiveness in promoting students’ readiness for IPE, and facilitating students’ learning, critical thinking, and communication. Online survey with the Readiness for Interprofessional Learning Scale was administered to nursing and public health students pre- and post-IPE activity implementation. Nursing students’ evaluation of the research critique assignment was compared with other nursing course sections. The study found that nursing students rated IPE better in facilitating critical thinking and communication than one previous class section without an IPE component. Students’ qualitative comments suggested that future IPE will benefit from smaller groups, more even distribution of students from different disciplines, more shared faculty lectures, and integrating interactive group discussions.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".