Indigenous students’ experiences regarding the utility of university resources during medical training
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
The Association of Faculties of Medicine of Canada recognizes that the representation of Indigenous people in medicine has historically been low. As a response to address the latter, several support structures have been put in place in universities for Indigenous students in medical programs. In this phenomenological study, we conducted open-ended, semi-structured interviews with four Indigenous female students in medicine regarding their experiences interacting with university resources. Peer mentorships, opportunities for clinical experiences in proximity to Indigenous communities, and an appointed Indigenous contact person were the resources that contributed most to supporting participants during medical training. Although a generalized positive attitude was held toward all available university resources, Indigenous students also expressed concern regarding the utility of certain resources, mainly due to their accessibility and restrictions imposed at the institutional level. Implications are discussed regarding Indigenous students’ sense of belonging in non-Indigenous universities.
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 | 0.016 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.008 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.005 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.009 | 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