Experiential Learning in the Classroom: The Impact of Entrepreneurial Pitches for Global Health Pedagogy
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.
Bibliographic record
Abstract
Traditional experiential learning techniques have been incorporated into public health curricula in the past; however, research has demonstrated the need for more applied and innovative approaches to experiential learning. We introduced an entrepreneurial pitch project where students had the opportunity to design and present technological and social innovations to an external panel of judges. We then evaluated the impact of such pitches on experiential learning by conducting semistructured, face-to-face interviews with student participants. The interview transcripts were analyzed in light of Kolb’s experiential learning theoretical framework. The results of the study indicated that the process of preparing and delivering entrepreneurial pitches was rewarding for students and enhanced their learning experience. The process provided students with concrete experiences and demonstrated elements of abstract conceptualization and active experimentation. However, the results also illustrated that the entrepreneurial pitch process could be strengthened by the addition of critical self-reflection activities. Through the results of this study, we have created a narrative on how entrepreneurial pitches might foster experiential learning in global health pedagogy and provided recommendations for course designers and instructors to consider in maximizing experiential learning for students.
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 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 | 0.001 | 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 it