Teaching approaches in South African dental schools: direct restorative procedures.
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
INTRODUCTION: Worldwide the use of amalgam has declined and mercury-containing products are banned in several countries. National and international opinions on amalgam were recently discussed in journals. According to surveys, significant time is spent on the teaching of amalgam in American, Canadian, Irish and United Kingdom Dental Schools. AIMS AND OBJECTIVES: To i) investigate the teaching approaches on direct restorative techniques and materials in South African Dental Schools; ii) compare the teaching approaches of the dental schools in South Africa with each other as well as with the American, Canadian, Irish and United Kingdom schools; iii) use the information of this study as baseline data for future studies on teaching approaches. METHODS: A questionnaire regarding the teaching and training of direct restorations was e-mailed to the heads of Restorative Dentistry departments in four South African Dental Schools in 2007. RESULTS: Significant time is spent on teaching and training of amalgam as a restorative material. Teaching and training on direct restorations are very similar in all South African Dental Schools. CONCLUSION: Although there is a decline in the use of amalgam worldwide, significant time is spent on teaching of amalgam restorations in South African Dental Schools and this corresponds to the curriculums of American, Canadian, Ireland and United Kingdom Dental Schools.
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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 | 0.000 | 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