A Problem-based learning course for pharmacy students on alcohol and psychoactive substance use disorders.” ibid
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
Although alcohol and psychoactive substance use disorders are major public health problems world-wide, few pharmacy schools include courses in their curriculum aimed to increase the awareness of such problems and the pharmacist’s involvement in their detection and prevention. A problem-based drug abuse and dependence elective course was developed and instituted in the fourth year of a four-year pharmacy program for students at the University of Toronto. The objectives of the course are to teach students their role in the detection and prevention of alcohol and substance abuse and to increase their knowledge with respect to the assessment and treatment of patients with alcohol and drug abuse problems. The structure, content, and novel methods of evaluation developed for the course are described. Student evaluations of the course have been positive and faculty find the student-teacher interaction during class rewarding and challenging. Limitations associated with the course relate to extensive instructor time requirements which are typical of problem-based instructional methods.
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 | 0.001 | 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 | 0.000 | 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