Bibliographic record
Abstract
The community service-learning (CSL) curriculum, with a focus on local and global placements, was developed and integrated into the undergraduate dental curriculum at Schulich Dentistry in Canada in the academic year of 2021-22 to proactively train dental learners with a curriculum that aligns with the evolving oral health needs of local communities and the global population. Community engagement sessions were conducted with stakeholders from equity seeking community organizations and service users in Ontario and East Africa to facilitate the development of ‘personalized’ CSL placements that were reflective of the challenges and needs of their service users. This program aims to: 1) provide person-centered dental treatment to equity-seeking community members through evidence-informed care and 2) expand experiential learning opportunities for undergraduate dental learners. Two didactic courses, focusing on social determinants of health in conjunction with experiential learning placements in Ontario and East Africa, were integrated in the third year (D3) and fourth year (D4) undergraduate dental curriculum. D3 learners rotated through several equity-seeking community sites and conducted on-site dental screenings to provide free-of-cost dental care, while D4 learners rotated through primary healthcare facilities in Ontario and East Africa to provide dental care under the supervision of a community dentist. Learners were encouraged to write guided reflections as part of the formative assessment, and clinical instructors were encouraged to provide summative assessments. The CSL program addressed the dental needs of equity-seeking community members in both local and global contexts, while simultaneously promoting the personal and professional growth of the learners.
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.
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 | 0.001 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
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 teacher head, 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".