Bridging the Gap: Exploring the Treatment Experiences of Children and Youth with Medulloblastoma
Bibliographic record
Abstract
Diagnosis and treatment of childhood cancer can be an exceptionally difficult and stressful experience for children and their families. Of all childhood cancers, brain tumours are the second most common, with medulloblastoma the most frequently occurring malignant brain tumour among children. Very aggressive and difficult to cure, medulloblastoma warrants unique and intensive treatment Protocol SJMB03 which typically combines surgery, radiation, and chemotherapy, including high dose chemotherapy with autologous stem cell rescue. During treatment, children and youth are usually required to stay in a protective isolation room in hospital to guard against infections. Visiting policies are strict, typically limiting visitors to parents or caregivers only. Children are unable to see peers in person during this period, which can last from weeks to many months. To address this ethically complex issue, the overall goal of this dissertation is to give voice to children and youth treated with this protocol in order to better understand their experiences. To meet this goal, the objectives of this dissertation are to explore: 1) how children and youth diagnosed with medulloblastoma and treated with protocol SJBM03 perceive the experience of protective isolation in hospital; 2) the social and academicimplications of their treatment experience; 3) children and youths’ use of cyber technologies to bridge communication with peers during treatment; 4) children and youths’ knowledge of and experience with traditional bullying and cyber bullying; and 5) the experience of returning to school following completion of this treatment protocol. This dissertation provides findings that are timely and significant, as the COVID-19 pandemic has highlighted the moral and ethical responsibility to better understand and address the impact of isolation for children and families. Considerations for hospital and school social workers to promote relationships and connection, while facilitating a smooth transition as these vulnerable children and youth return to school are included.
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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 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.006 |
| Scholarly communication | 0.006 | 0.005 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.006 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".