Implementation and Evaluation of Online Life Skills Training Modules for Therapy Assistant Students at a Canadian College
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
Like all college students, therapy assistant students may face challenges in daily living skills, such as money management, time management, and healthy meal preparation, which may negatively impact their academic and practicum success. Therapy assistant students face the added challenge of working on life skills with clients, and, as a result, students’ own life skills may affect their success in clinical encounters. Few life skills training programs exist for post-secondary students, and we were unable to find any for therapy assistant students. This study is the third phase of a larger research project that developed, implemented, and evaluated life skills training modules for therapy assistant students. Life skills training modules were offered online to therapy assistant students at a Canadian college to explore whether life skills training increased students’ knowledge, self-rated competence in occupations, and self-efficacy related to personal life skills. Findings revealed that students’ knowledge quiz scores significantly improved, and students rated the modules positively in respect to learning and satisfaction. No significant change was detected in students’ Occupational Self Assessment (OSA) scores. Online life skills training modules may be beneficial for therapy assistant students to increase their knowledge about life skills and meet identified needs.
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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