La habilidad para el manejo de la información científica en estudiantes de Estomatología curso 2018-2019
Bibliographic record
Abstract
Introduction: in the article, the authors approach aspects related to the results of a cross-sectional descriptive study carried out with students of Odontology of the Matanzas University of Medical Sciences during the school year 2018-2019. Objective: the main purpose is to diagnose the development of the skill for the scientific information management in first and second year students of Odontology studies. Materials and methods: an intentional sample of first and second year students answered a questionnaire. Results: the students showeed greater control of the actions: consulting information sources, summarizing, setting out main ideas and using information resources. The less mastered action was the use of citations and references according to Vancouver standards. More than half of students perceived the received training as sufficient, nevertheless less than half of them have experience in developing scientific researches. There is thematic diversity in the bibliographic reviews carried out by the students and the main ways of disseminating the information are the term paper and the students’ scientific meeting. Conclusions: the students showed an appropriate control of the skill, according to the objectives stated in the Curriculum. Learning necessities associated to citations and references according to Vancouver standards and to using the scientific method were evidenced. It is necessary to generate educative actions contributing to enhance the students’ research experiences.
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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 | 0.005 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.001 | 0.002 |
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; both teacher heads agree on what is shown here.
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".