Effectiveness of interprofessional development of foundational lactation open education resources
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 purpose of this manuscript is to share the interprofessional development of foundational lactation open education resources (OERs) for prebriefing prior to simulation. A team of health faculty, students, and practitioners developed five lactation modules with an Equity Diversity Inclusion (EDI) framework representing diverse families. Participants (n=1453) answered a survey at the end of the OER modules including a variety of healthcare professional faculty, students, practitioners, and parents. The process of development, effectiveness, and usability of these modules were used for prebriefing prior to teaching/learning opportunities. The findings from use of the five OERs provide descriptive data on the usefulness for interprofessional education and professional development. The creation of five OER lactation modules provide an equity and inclusion lens to model consistent approaches to support the needs of diverse families allowing interprofessional students to develop shared mental models and psychological safety prior to clinical experiences.
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 | 0.002 | 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