Changes in Perspectives and Long-Term Impacts from the HSCI595 - Cross Cultural Determinants of Health Course
Bibliographic record
Abstract
Global health collaboration trips have been shown to improve skill development in students. However, global health collaboration trips also expose students to new situations and transformative experiences that may impact their understanding of the world and their position within society globally. Twenty-two Queen’s University students participated in the HSCI595 course in the 2025 winter term which involves an experiential learning trip to Moshi, Tanzania. To examine how participation in the course in Tanzania affected the perspectives and motivation for long-term career goals of the students, this study involved analyzing responses from mixed methods pre- and post-course surveys and pre- and post-trip surveys. Questions in the surveys involved perspectives surrounding power, privilege, global collaboration skills, cultural competence, and long-term career goals/motivations. Furthermore, daily activity reflections were analyzed to examine specific experiences that contributed to changes in perspectives surrounding these topics in conjunction with the surveys. By examining common themes within daily activity reflections that have the potential to cause changes in perspectives and long-term goals/motivations, this study aims to provide evidence-based guidelines to optimize the impact of future experiential learning trips at Queen’s University and beyond. Furthermore, through focus groups conducted in the future with students who participated in service-related trips (ex. Operation Smile) and non-bachelor of Health Sciences students to help establish a baseline for changes in perspectives and motivations. In the future, follow-up surveys will be conducted 2-years and 5-years after experiential learning trip participation to examine trends in persisting long-term career goals, progress on said goals, and transient effects.
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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 source (direct Gemma or distilled Codex), 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".