15. • Inquiries drive knowledge generation
• More knowledge leads to newer/more useful
inquiries
Taxonomic classification leads the evolution of perspectives and inquiries
16. Have you tried to make a question in your life?
What’s involved?
First, decide a domain or topic. You have to know “some” stuff about it before
you can make questions.
For example, if you are making a question regarding antibiotics, you will come
up with something like this:
Which of the following is not antibiotic?
• Bacitracin
• Acyclovir
• Neomycin
• Chloramphenicol
17. What do you do as a student?
Obviously, this will require memorizing a list of
antibiotics and antivirals.
So you can see which one belongs to which
classification or not.
This type of questions triggers a simple recall.
19. Lower Order Question
• Which one of following lists the pathogens in the correct
order of sizes from the smallest to the largest?
20. More cognitively demanding inquiry
• Which of following disease would be least likely
associated with a result of an infectious pathogen?
21. Another example that requires little more than a
simple recall, and thus more cognitively demanding
inquiry would be:
How do you most efficiently
distinguish the species of
staphylococcus genus from the
species of streptococcus genus?
22. This type of inquiry requires not only understanding different
classifications at the factual level, but also deep understanding
of subspecies along with numerous similarities and differences
that may exist at more complex levels (e.g., visual, cellular,
enzyme, etc.).
staphylē, "bunch of grapes" streptos - “grow in chains
mostly harmless or pairs”
S. Aureus causes Staph infections and S. Thermophilus is used to make yogurt.
create toxins. T. S. pneumoniae causes pneumonia
28. media effectiveness
The author used more than
text to create the questions
and the media object
embedded is well selected
and used to enhance the
question's overall quality.(If
no media, give lowest
score)
29. Multi-conceptuality
In order to answer the question, I must know
more than one concept, principle, attribute, or
area of topic.
30. Clarity
Clarity - the question
is written clearly so I
can understand what
it is asking whether I
know the answer or
not.
.
35. Log in
• User name:
group1@medric.com
• Password:
medric1
36. Group 4,5,6
1. Discuss about the question
2. Create inquiry (stem)
3. Add relevant media
4. Add options; a correct answer (the key) and 3
incorrect answers (distractor)
5. Post
37. Group 1,2,3
1. Discuss about the question
2. Create inquiry (stem)
3. Add relevant media
4. Pass your device to the other group
4 5 6
38. Group 1,2,3
5. Add options; a correct answer (the key) and 3
incorrect answers (distractor)
6. Post
39.
40. Select the HIV category
Select CNBU- Medical Select the HIV Exam
Select Smile informatics category
Community
45. Evaluate Questions based on:
• Challengability
• Creativity
• Importance
• Relevance
• media effectiveness
• Multi-conceptuality
• Clarity
• Reflectorbility
46. Evaluation time!
• Fill out the form and rate questions
Individually and in group.
Group
Group Final
Average Remarks
Rating
Rating
Challengability- 1 2 1 4 2 3
Creativity - 2 2 3 4 2.75 3
Importance -
Relevance-
media effectiveness-
Multi-conceptuality-
Clarity -
Reflectorbility-
Others, Please specify
Others, Please specify
Overall Rating
56. Thank You
Paul Kim- phkim@stanford.edu
Arafeh Karimi- arafeh.karimi@gmail.com
Editor's Notes
I don’t know what you had to do help memorize the names better, but if they moved from short-term to long-term memory somehow. Perhaps, some imageries, or some special properties or characteristics of each drug or the sound of the syllables or similar sounding words or whatever that helped to anchor each name to be in your own memory box in your brain. Some type of unique schema structure that is very personal to your brain memory structure would do it. As long as you are not drinking heavily or under extreme stress or other physiological abnormality or disorder in your brain, or you fall in at an end of neurodiversity spectrum, these things should come out easily as long as you frequently access them.
Questions have higher order cognitive level.Remembering: Retrieving, recalling, or recognizing Understanding: constructing meaning from different types of functionsApplying: Carrying out or using a procedure through executing, or implementing.Analyzing: Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purposeEvaluating: Making judgments based on criteria and standards through checking and critiquingCreating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing