Physiopedia - opportunities for education and CPDPhysiopedia
Physiopedia is an ambitious online wiki project that aims to provide an evidence-based knowledge resource for physiotherapy professionals worldwide. It allows clinicians, researchers, students, and instructors to contribute and collaborate on content in order to improve patient care, global health, professional development, education, and service development through a free, web-based, international, and non-profit platform. The document outlines how various groups can get involved and benefit from Physiopedia and provides statistics on its reach and impact.
Physiopedia An International Collaborative WikiPhysiopedia
This document provides an overview of Physiopedia, an international collaborative wiki for physical therapists. It discusses the mission to share health information using wikis and demonstrate Physiopedia. It introduces the creators Eric Robertson and Rachael Lowe and background on relevant terminology like Web 2.0, Web 3.0, apomediation and Health 2.0. Examples are given of how wikis can be used for learning, publishing research, and developing patient guides and clinical guidelines. Statistics are shared on Physiopedia's usage and potential featured projects and uses are outlined.
Physiopedia - An International Collaborative Project for the Physiotherapy Pr...Physiopedia
Physiopedia is a website that allows any physiotherapist to contribute and edit evidence-based information on all physiotherapy topics. It aims to be a global resource for the physiotherapy profession. The site was launched over 2 years ago and now has over 500 articles and receives over 1 million visits annually from 184 countries. Student and educator feedback on contributing to the site has been overwhelmingly positive, with students finding it engaging and that it enhanced their learning and confidence in editing resources for the profession. The document encourages all physiotherapists to get involved with contributing to create a comprehensive global resource for the field.
Keynote presented to University of Bedfordshire, June 2008. Focus on how we support and respond to diverse student needs with an ever changing student population. What is it like to be a student in the 21st century?
This document summarizes an open online course called #creativeHE that took place from September to November 2015. The course was facilitated by Chrissi Nerantzi, Sandra Sinfield, Sue Watling, Norman Jackson and Nikos Fachantidis and aimed to help participants reflect on creative teaching and learning. Over the course of 8 weeks, participants engaged with topics like creativity in higher education, play and games, using story, and learning through making. The course utilized various online platforms and tools to foster engagement and sharing of ideas. Participation grew over the duration of the course from 41 members initially to over 100 by the end. The community continued collaborating online after the formal course ended.
This is an interesting ppt on social media and networking, their role in medical education with 12 tips to use them effectively for medical education...
Physiopedia - opportunities for education and CPDPhysiopedia
Physiopedia is an ambitious online wiki project that aims to provide an evidence-based knowledge resource for physiotherapy professionals worldwide. It allows clinicians, researchers, students, and instructors to contribute and collaborate on content in order to improve patient care, global health, professional development, education, and service development through a free, web-based, international, and non-profit platform. The document outlines how various groups can get involved and benefit from Physiopedia and provides statistics on its reach and impact.
Physiopedia An International Collaborative WikiPhysiopedia
This document provides an overview of Physiopedia, an international collaborative wiki for physical therapists. It discusses the mission to share health information using wikis and demonstrate Physiopedia. It introduces the creators Eric Robertson and Rachael Lowe and background on relevant terminology like Web 2.0, Web 3.0, apomediation and Health 2.0. Examples are given of how wikis can be used for learning, publishing research, and developing patient guides and clinical guidelines. Statistics are shared on Physiopedia's usage and potential featured projects and uses are outlined.
Physiopedia - An International Collaborative Project for the Physiotherapy Pr...Physiopedia
Physiopedia is a website that allows any physiotherapist to contribute and edit evidence-based information on all physiotherapy topics. It aims to be a global resource for the physiotherapy profession. The site was launched over 2 years ago and now has over 500 articles and receives over 1 million visits annually from 184 countries. Student and educator feedback on contributing to the site has been overwhelmingly positive, with students finding it engaging and that it enhanced their learning and confidence in editing resources for the profession. The document encourages all physiotherapists to get involved with contributing to create a comprehensive global resource for the field.
Keynote presented to University of Bedfordshire, June 2008. Focus on how we support and respond to diverse student needs with an ever changing student population. What is it like to be a student in the 21st century?
This document summarizes an open online course called #creativeHE that took place from September to November 2015. The course was facilitated by Chrissi Nerantzi, Sandra Sinfield, Sue Watling, Norman Jackson and Nikos Fachantidis and aimed to help participants reflect on creative teaching and learning. Over the course of 8 weeks, participants engaged with topics like creativity in higher education, play and games, using story, and learning through making. The course utilized various online platforms and tools to foster engagement and sharing of ideas. Participation grew over the duration of the course from 41 members initially to over 100 by the end. The community continued collaborating online after the formal course ended.
This is an interesting ppt on social media and networking, their role in medical education with 12 tips to use them effectively for medical education...
1. The document discusses how open courseware content like that provided by MIT OpenCourseWare and other universities can be used to improve student learning when instructors focus on applying research-backed guidelines on learning.
2. It proposes that websites providing guidelines on learning can encourage instructors using open courseware to shift their focus from teaching to enhancing the student learning experience.
3. The author is seeking examples of open courseware content being used together with the guidelines to actively engage students and improve learning, such as collaborative projects, to help expand an online "toolkit" for open courseware providers.
The document summarizes the agenda and proceedings of the Student Experience Experts meeting held on 12/10/2016. It includes an introduction, housekeeping details, presentations and discussions on various topics related to technology enhanced learning such as using data to support learning, digital capabilities, and challenges in building digital learning environments. Members showcased initiatives at their institutions and there was a discussion on how Jisc can support advancing technology enhanced learning at institutions.
The document discusses what makes a successful online learner based on a research study. Some key findings include:
- Successful online learners are motivated, autonomous, and self-regulated. They engage proactively with course content and communicate effectively.
- Online learners feel enjoyment in their learning even when challenged, and feel in control of their learning outcomes. They employ strategies to cope with technology issues.
- Factors like educational background, access to technology, and other demands on time can impact an online learner's success. Support from instructors is important.
The document recommends that institutions and instructors choose courses thoughtfully for online learning, support learners' digital skills, and create a sense of community
"Perfection is the enemy of the good "Supporting research data management: A ...Incremental Project
The document summarizes a scoping study conducted by Cambridge University Library to determine key research data management needs of researchers and develop a plan to address these issues. The study found that while concerns were similar across disciplines, training and guidance needs to provide disciplinary examples to be understood. The implementation plan recommends producing simple, visual guidance on data management and making support easier to find and understand through a centralized website with categorized resources, guidance translated to plain language, and practical training resources with discipline-specific examples.
This document discusses the use of networking and social media in medical education. It begins by defining educational networking as using social networking technologies for educational purposes. Some key points include:
- There are many benefits to using networks like sharing resources, communicating, and staying informed. However, there are also limitations like superficial connections and inaccurate information.
- Popular social media sites that can be used include Facebook, Twitter, LinkedIn, YouTube and blogs/wikis. These allow activities like discussing with professors, listening to lectures and arranging meets.
- Networks should be used to disseminate accurate health information, engage with peers/patients, and stay up to date. Some avenues for growth in medical education are innovations in
The Rethinking Education conference focused on the need to design a future education and skills system that will enable people to develop the knowledge and skills need for the labour market, for personal development and for societal goals.
This presentation focuses on the advantages and challenges of massive onopen online courses (MOOCs) for teaching and learning, with a focus on the UK platform, FutureLearn.
Collaboration through technology: moving from possibility to practice - Tim B...Jisc
Led by Tim Boundy, applications and video development team manager, Jisc.
With contribution from Bethan Owen-Hughes, project coordinator - Sgiliaith, Grwp Llandrillo Menai.
This session will explore the potential that technology can bring to all forms of collaboration, and consider the difference that it has made to some local organisations and their practices.
Connect more in Wales, Thursday 7 July 2016
Preparing staff and students to be digitally ready - Connect More Bristol 2017Jisc
Speaker: Christine Percival, digital fluency manager, information system services, Lancaster University.
Lancaster University has the ambition and strategic vision to succeed on a global scale. Over the past two years, Lancaster University has worked on improving the digital capabilities of staff so they have the digital knowledge that’s required to teach and work at the university, as well as to develop students digital skills to improve their employability as a graduate.
This session will provide an overview of the journey so far and look in more detail at some of the projects and current activities that are making an impact on staff and student digital skills.
Examples, Tools, & Syllabus Hacks for the open pedagogueRobin DeRosa
This document provides information about open pedagogy and using open educational resources and practices. It highlights that open pedagogy assignments allow students to write questions instead of just answering them, which can lead to deeper learning. Open assignments also help students evaluate source credibility, write concisely, think critically, and collaborate internationally. The document notes that over 22,000 students have completed Wikipedia assignments since 2010, creating over 37,000 new articles. Finally, it lists some open tools and resources that can be used, including Wikipedia, WordPress, Rebus guides, Flickr, and Creative Commons licensing.
This document discusses how various technologies can benefit teacher collaboration. It addresses how blogging, online learning platforms like Moodle, wireless connectivity, and online assessment and reporting systems can help teachers with planning, instruction, problem-solving, and data analysis. Specifically, it provides examples of how these tools allow teachers to share lessons, co-teach, discuss issues privately, and work together across different classrooms and schools to better meet student needs on a global scale.
Speakers:
Myo Tint, Grwp Llandrillo Menai
Louise Howe, Grwp Llandrillo Menai
This workshop will provide useful digital resources and how to embed them together to create advanced QR codes. Participants will be creating and sharing new digital creativity with each other.
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
This document discusses educational networking and how it can be used for growth in education. It defines educational networking as a digitally connected group of teachers, students, and other stakeholders with similar interests who share resources, experiences, and expertise to achieve common academic goals through online platforms. Some benefits of educational networking include staying connected to updates in one's field, engaging learners outside traditional boundaries, and facilitating professional growth. Risks like privacy issues and cyber threats must also be considered. Overall, educational networking allows educators to collaborate and learn from one another to enhance teaching and learning outcomes.
Austin Community College Open Pedagogy WorkshopKim Thanos
The document discusses how open pedagogy can help address high failure rates and achievement gaps among at-risk students, despite their access to open educational resources. It presents open pedagogy as a solution that can engage students and encourage deeper learning by creating real-world contexts for academic work. Some approaches of open pedagogy mentioned are having students learn in public through blogs or wikis, identifying and creating new learning materials, improving assessments, and validating student belonging through contextualized examples and personal experiences. The document provides examples of how these approaches have been implemented in courses.
The project aimed to deliver accredited training to volunteer committees through online modules covering roles and responsibilities of board members, working with managers, and financial management. The training was developed and presented online using tools like Moodle, wikis, and web conferencing. Feedback was gathered from learners and teachers, which helped improve course delivery and navigation. While barriers remained, the project identified tools for future training and provided a team of online trainers to support rural organizations through e-learning.
The project aimed to deliver accredited training to volunteer committees through online modules covering roles and responsibilities of board members, working with managers, and financial management. The training was developed and presented online using tools like Moodle, wikis, and web conferencing. Feedback was gathered from learners and teachers, which helped improve course delivery and navigation. While barriers remained, the project identified tools for future training and established a team of online trainers to support rural organizations through e-learning.
The document discusses the role of educational developers in supporting open educational practices. It outlines that educational developers can help promote openness through supporting open learning outcomes, teaching strategies, and assessment. Developers can act as change agents by developing strategies for infusing open practices in these instructional elements. The document provides examples of open practices and discusses some of the challenges and benefits of increased open teaching practices. It frames open educational practices as a reimagining of high-impact teaching that incorporates openness.
Presentation given at ALDinHE (Association of Learning Developers in Higher Education) Conference, University of Huddersfield, April 2014. It outlines the Digital Dates programme at the University of Leeds in which a range of staff and students provide short presentations on their use of different digital tools and technologies.
This document discusses teaching global studies with technology. It recommends using backwards planning to design lessons, starting with learning goals and assessment, then activities. It also recommends Shneiderman's "collect-create-relate-donate" framework for designing technology-based lessons, where students collect information, relate collaboratively, create performances of understanding, and donate their work. The document provides examples of using wikis and challenges participants to create a wiki page.
This presentation was given in Feb 2013 in Cape Town to the Orthopaedic Manipulative Physiotherapy Group (OMPTG) which is a Special Interest Group (SIG) of the South African Society of Physiotherapy (SASP).
Satisfying the Evolving Role of Physiotherapists in Knowledge Translation Usi...Physiopedia
This document discusses using an international physiotherapy-specific wiki to satisfy the evolving role of physiotherapists in knowledge translation. It notes barriers to evidence-based practice like lack of access and time to find evidence. The author created knowledge translation tools for neck pain and published them in Physio-pedia to overcome some barriers and facilitate uptake. While open access publications are a good start, fully implementing evidence-based practice requires ongoing commitment. The author chose Physio-pedia to increase visibility, uptake, and target physiotherapists directly.
1. The document discusses how open courseware content like that provided by MIT OpenCourseWare and other universities can be used to improve student learning when instructors focus on applying research-backed guidelines on learning.
2. It proposes that websites providing guidelines on learning can encourage instructors using open courseware to shift their focus from teaching to enhancing the student learning experience.
3. The author is seeking examples of open courseware content being used together with the guidelines to actively engage students and improve learning, such as collaborative projects, to help expand an online "toolkit" for open courseware providers.
The document summarizes the agenda and proceedings of the Student Experience Experts meeting held on 12/10/2016. It includes an introduction, housekeeping details, presentations and discussions on various topics related to technology enhanced learning such as using data to support learning, digital capabilities, and challenges in building digital learning environments. Members showcased initiatives at their institutions and there was a discussion on how Jisc can support advancing technology enhanced learning at institutions.
The document discusses what makes a successful online learner based on a research study. Some key findings include:
- Successful online learners are motivated, autonomous, and self-regulated. They engage proactively with course content and communicate effectively.
- Online learners feel enjoyment in their learning even when challenged, and feel in control of their learning outcomes. They employ strategies to cope with technology issues.
- Factors like educational background, access to technology, and other demands on time can impact an online learner's success. Support from instructors is important.
The document recommends that institutions and instructors choose courses thoughtfully for online learning, support learners' digital skills, and create a sense of community
"Perfection is the enemy of the good "Supporting research data management: A ...Incremental Project
The document summarizes a scoping study conducted by Cambridge University Library to determine key research data management needs of researchers and develop a plan to address these issues. The study found that while concerns were similar across disciplines, training and guidance needs to provide disciplinary examples to be understood. The implementation plan recommends producing simple, visual guidance on data management and making support easier to find and understand through a centralized website with categorized resources, guidance translated to plain language, and practical training resources with discipline-specific examples.
This document discusses the use of networking and social media in medical education. It begins by defining educational networking as using social networking technologies for educational purposes. Some key points include:
- There are many benefits to using networks like sharing resources, communicating, and staying informed. However, there are also limitations like superficial connections and inaccurate information.
- Popular social media sites that can be used include Facebook, Twitter, LinkedIn, YouTube and blogs/wikis. These allow activities like discussing with professors, listening to lectures and arranging meets.
- Networks should be used to disseminate accurate health information, engage with peers/patients, and stay up to date. Some avenues for growth in medical education are innovations in
The Rethinking Education conference focused on the need to design a future education and skills system that will enable people to develop the knowledge and skills need for the labour market, for personal development and for societal goals.
This presentation focuses on the advantages and challenges of massive onopen online courses (MOOCs) for teaching and learning, with a focus on the UK platform, FutureLearn.
Collaboration through technology: moving from possibility to practice - Tim B...Jisc
Led by Tim Boundy, applications and video development team manager, Jisc.
With contribution from Bethan Owen-Hughes, project coordinator - Sgiliaith, Grwp Llandrillo Menai.
This session will explore the potential that technology can bring to all forms of collaboration, and consider the difference that it has made to some local organisations and their practices.
Connect more in Wales, Thursday 7 July 2016
Preparing staff and students to be digitally ready - Connect More Bristol 2017Jisc
Speaker: Christine Percival, digital fluency manager, information system services, Lancaster University.
Lancaster University has the ambition and strategic vision to succeed on a global scale. Over the past two years, Lancaster University has worked on improving the digital capabilities of staff so they have the digital knowledge that’s required to teach and work at the university, as well as to develop students digital skills to improve their employability as a graduate.
This session will provide an overview of the journey so far and look in more detail at some of the projects and current activities that are making an impact on staff and student digital skills.
Examples, Tools, & Syllabus Hacks for the open pedagogueRobin DeRosa
This document provides information about open pedagogy and using open educational resources and practices. It highlights that open pedagogy assignments allow students to write questions instead of just answering them, which can lead to deeper learning. Open assignments also help students evaluate source credibility, write concisely, think critically, and collaborate internationally. The document notes that over 22,000 students have completed Wikipedia assignments since 2010, creating over 37,000 new articles. Finally, it lists some open tools and resources that can be used, including Wikipedia, WordPress, Rebus guides, Flickr, and Creative Commons licensing.
This document discusses how various technologies can benefit teacher collaboration. It addresses how blogging, online learning platforms like Moodle, wireless connectivity, and online assessment and reporting systems can help teachers with planning, instruction, problem-solving, and data analysis. Specifically, it provides examples of how these tools allow teachers to share lessons, co-teach, discuss issues privately, and work together across different classrooms and schools to better meet student needs on a global scale.
Speakers:
Myo Tint, Grwp Llandrillo Menai
Louise Howe, Grwp Llandrillo Menai
This workshop will provide useful digital resources and how to embed them together to create advanced QR codes. Participants will be creating and sharing new digital creativity with each other.
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
This document discusses educational networking and how it can be used for growth in education. It defines educational networking as a digitally connected group of teachers, students, and other stakeholders with similar interests who share resources, experiences, and expertise to achieve common academic goals through online platforms. Some benefits of educational networking include staying connected to updates in one's field, engaging learners outside traditional boundaries, and facilitating professional growth. Risks like privacy issues and cyber threats must also be considered. Overall, educational networking allows educators to collaborate and learn from one another to enhance teaching and learning outcomes.
Austin Community College Open Pedagogy WorkshopKim Thanos
The document discusses how open pedagogy can help address high failure rates and achievement gaps among at-risk students, despite their access to open educational resources. It presents open pedagogy as a solution that can engage students and encourage deeper learning by creating real-world contexts for academic work. Some approaches of open pedagogy mentioned are having students learn in public through blogs or wikis, identifying and creating new learning materials, improving assessments, and validating student belonging through contextualized examples and personal experiences. The document provides examples of how these approaches have been implemented in courses.
The project aimed to deliver accredited training to volunteer committees through online modules covering roles and responsibilities of board members, working with managers, and financial management. The training was developed and presented online using tools like Moodle, wikis, and web conferencing. Feedback was gathered from learners and teachers, which helped improve course delivery and navigation. While barriers remained, the project identified tools for future training and provided a team of online trainers to support rural organizations through e-learning.
The project aimed to deliver accredited training to volunteer committees through online modules covering roles and responsibilities of board members, working with managers, and financial management. The training was developed and presented online using tools like Moodle, wikis, and web conferencing. Feedback was gathered from learners and teachers, which helped improve course delivery and navigation. While barriers remained, the project identified tools for future training and established a team of online trainers to support rural organizations through e-learning.
The document discusses the role of educational developers in supporting open educational practices. It outlines that educational developers can help promote openness through supporting open learning outcomes, teaching strategies, and assessment. Developers can act as change agents by developing strategies for infusing open practices in these instructional elements. The document provides examples of open practices and discusses some of the challenges and benefits of increased open teaching practices. It frames open educational practices as a reimagining of high-impact teaching that incorporates openness.
Presentation given at ALDinHE (Association of Learning Developers in Higher Education) Conference, University of Huddersfield, April 2014. It outlines the Digital Dates programme at the University of Leeds in which a range of staff and students provide short presentations on their use of different digital tools and technologies.
This document discusses teaching global studies with technology. It recommends using backwards planning to design lessons, starting with learning goals and assessment, then activities. It also recommends Shneiderman's "collect-create-relate-donate" framework for designing technology-based lessons, where students collect information, relate collaboratively, create performances of understanding, and donate their work. The document provides examples of using wikis and challenges participants to create a wiki page.
This presentation was given in Feb 2013 in Cape Town to the Orthopaedic Manipulative Physiotherapy Group (OMPTG) which is a Special Interest Group (SIG) of the South African Society of Physiotherapy (SASP).
Satisfying the Evolving Role of Physiotherapists in Knowledge Translation Usi...Physiopedia
This document discusses using an international physiotherapy-specific wiki to satisfy the evolving role of physiotherapists in knowledge translation. It notes barriers to evidence-based practice like lack of access and time to find evidence. The author created knowledge translation tools for neck pain and published them in Physio-pedia to overcome some barriers and facilitate uptake. While open access publications are a good start, fully implementing evidence-based practice requires ongoing commitment. The author chose Physio-pedia to increase visibility, uptake, and target physiotherapists directly.
Facilitating Knowledge Becoming Action Through Open AccessPhysiopedia
This document discusses facilitating open access to knowledge about neck pain treatment and management. It lists several topics related to neck pain conditions and treatments, including classification approaches, scales, clinical guidelines, case reports, treatment toolkits, and decision aids. The goal is to build an accessible and trustworthy center of knowledge for both patients and clinicians to translate evidence into practice and patient education.
This presentation by from the International Committee of the Red Cross describes transfemoral initial alignment for lower limb amputee prosthetic fitting.
This presentation by from the International Committee of the Red Cross describes initial alignment for transtibial prosthetic fabrication in lower limb amputee prosthetic fitting.
This presentation by from the International Committee of the Red Cross describes problems and corrections for transtibial dynamic alignment in lower limb amputee prosthetic fitting.
This presentation by from the International Committee of the Red Cross describes problems and corrections for transfemoral static alignment in lower limb amputee prosthetic fitting.
This presentation by from the International Committee of the Red Cross describes transfemoral gait deviations in the lower limb amputee prosthetic fitting.
This presentation by from the International Committee of the Red Cross describes problems and corrections for transtibial alignment in lower limb amputee prosthetic fitting.
An orthosis is an external device that is applied to the body to improve function, provide support, reduce pain, correct deformities, and prevent progression of fixed deformities. Lower limb orthoses include foot orthoses, ankle-foot orthoses, knee orthoses, knee-ankle-foot orthoses, and hip-knee-ankle-foot orthoses. The goals of lower limb orthoses are to maintain or correct body segment alignment, assist or resist joint motion, provide axial loading and relieve distal weight bearing forces, and protect against injury. Orthoses can be static devices that hold body parts in position or dynamic devices that facilitate motion.
Plantar fasciitis is an inflammation of the plantar fascia in the foot that causes heel pain. It is caused by overuse from activities like long-distance running or tight calf muscles limiting the foot's range of motion. Symptoms include pain, swelling, and warmth in the heel area. Conservative treatments include stretching exercises, orthotics, night splints, taping, and manual therapies to increase flexibility and support the arch. Treatment may last several months to two years and surgery is an option for severe cases that do not improve.
Lower limb orthoses assist with gait, reduce pain, decrease weight bearing, control movement, and minimize deformities. They include foot orthoses and ankle-foot orthoses. Foot orthoses affect ground forces and gait rotation, and are used to treat various foot conditions like pes planus, pes cavus, metatarsalgia, and heel pain. Ankle-foot orthoses control ankle motion and provide stability, and include metal and plastic designs with options for plantar stops, dorsiflexion stops, and dorsiflexion assists.
This document discusses ethics and social media in physical therapy. It defines social media and networking, and identifies their purpose of connecting people. Various social media platforms are discussed, along with statistics on their usage. Ethical and legal issues with social media use are identified, including maintaining privacy and confidentiality. Guidelines are provided for physical therapists to make ethical decisions regarding social media use and to develop a professional online presence.
Gait training Strategies to Optimize Walking Ability in People with Stroke: A...chmiel23
This document analyzes gait training strategies to optimize walking ability in stroke patients. Major impairments after stroke include muscle weakness, pain, spasticity, and poor balance. Common gait training approaches are neurodevelopmental techniques, muscle strengthening, task-specific training, body weight supported treadmill training, and intense mobility training. The evidence shows that task-specific training, especially body weight supported treadmill training, and intense mobility training that incorporates functional strengthening, balance, and aerobic exercises improves walking ability in both sub-acute and chronic stroke patients.
Wikis and Blogs: Leveraging Collaborative Technologies as Learning ToolsEric Robertson
This is my Rock Eagle (University System of Georgia Annual Computing Conference) Presentation. It\'s a case study of describing the use of a wiki and blog in a physical therapy course.
Presented at the ACRL Scholarly Communication 101 Road Show at The Ohio State University in Newark, Ohio on June 7, 2011; sponsored by the Academic Library Association of Ohio (ALAO) and OhioLINK
Reproductive biology honours students researched and wrote the first Wikipedia entry on the previously unpublished medical term "neuroangiogenesis". Over two sessions, students learned literature searching skills from a librarian and then collaborated to write a substantive Wikipedia entry meeting the site's standards, gaining experience in open collaboration and science communication. Feedback showed students found the project improved their research, writing, and digital literacy skills.
Libraries Lead the Way: Open Courses, Open Educational Resoursces, Open PoliciesUna Daly
Libraries are playing a leading role in promoting open educational resources (OER) and open access. Many libraries have created catalogs and guides to curate and provide access to open textbooks and other OER. They are also actively involved in OER initiatives on their campuses to reduce costs for students. The webinar highlighted several examples of libraries that have open textbook catalogs and guides to connect faculty with high-quality OER. It also discussed the Scholarly Publishing and Academic Resources Coalition's (SPARC) efforts to build a librarian network and provide resources to expand librarians' involvement in OER issues.
This document discusses Wikipedia, its mission to share all of human knowledge freely, its scale with millions of articles and users, and scope across languages and projects. It notes Wikipedia's reliance on volunteers and donor funding. Key aspects like neutral point of view and reliability compared to Britannica are covered. Medical use of Wikipedia by students and physicians is widespread. Partnerships and translation goals aim to improve health information access globally. Connections with libraries could enhance research and access to sources. Educational programs and playing to invite diversity and new contributors are discussed.
Collaborative Knowledge Translation: Application of a Wiki Model for Primary ...Gunther Eysenbach
The document describes a proposed collaborative knowledge translation wiki called COLT that would allow primary care practitioners to participate in synthesizing evidence and engaging in ongoing discussions to facilitate faster dissemination of knowledge. It would be modeled after an existing textbook but updated continuously online. Researchers envision COLT being developed through partnerships and involving practitioners in content creation and review to share best practices and resources on an open collaboration platform. Evaluation research is planned to understand impacts on behaviors and clinical decision-making.
The document discusses designing support for independent learning. It suggests that online classrooms have no physical doors, so it can be uncertain if students will engage. It recommends providing diagnostic tests and appropriate induction to assess students' readiness and expectations. Learning design should involve active learning activities structured in a workflow to promote effective learning. Examples provided include a creative writing assignment involving peer review and reflection, a collaborative wiki assignment on the topic of reflection, and a resource-based learning activity on global healthcare systems.
The document provides strategies for launching open education campus campaigns from various institutions. It summarizes approaches from the University of Alberta, Mount Royal University, University of Calgary, Maskwacis Cultural College, BC Campus, Alberta OER, OpenStax, SPARC, and edX. Common themes in the strategies include raising awareness, supporting individuals and teams, building partnerships, empowering communities, and sharing knowledge openly. The document advocates not reinventing existing work and provides additional open education resources.
Blogs, Wikis, and ePortfolios: Benefits, Challenges, and Practical Applicatio...Amber D. Marcu, Ph.D.
This session offers an overview of three e-learning tools: blogs, wikis, and ePortfolios. Each presenter will discuss one tool, providing pedagogical theory, along with practical benefits and challenges to using the technology. Finally, the panelists will present examples of how these technologies can be put into practices in the classroom.
Cathy Snelling And Sophie Karanicolas 2008Diana Quinn
The document discusses using wikis to assess group work in an online environment. It outlines challenges with traditional group assignments, such as difficulty monitoring individual contributions. Wikis allow monitoring edits to track participation and provide feedback. The program implemented wikis for an undergraduate oral health course to engage students, introduce collaborative research methods, and motivate equitable participation in group assessments. Students created wikis on assigned topics and presented posters. Rubrics assessed research skills development. Wikis facilitated accountability, community building, and learning through active participation.
Effective use of academic and social media networks for endorsing publicationsSC CTSI at USC and CHLA
Do you know how to effectively promote your publications? Researchers need to ensure that their research study has gained maximum visibility for both, significant impact on the academic community and increased citation count. “Digital networking” is a powerful means through which the academic community can boost the reach of their study. This webinar will give a detailed overview of the recommended strategies for effective research promotion on academic and social media platforms and optimizing visibility of the published articles.
After this webinar, researchers will have a better understanding of the following:
Understanding the significance of research promotion
Overview of traditional ways of research promotion
Popular academic and social media networks
Choosing the right channel for promotion
Drawbacks of using social media for academic purposes
Measuring the impact of the applied promotional strategy
The document discusses how digital technologies have changed the way students learn and how teachers can leverage these technologies. It outlines 7 principles for effective teaching, including active learning, collaboration, and feedback. It then provides examples of how technologies like YouTube, social networks, blogs, wikis, podcasts, and games can be used to support these principles and improve learning outcomes.
This document discusses the arguments for being open with educational content and resources. It outlines 8 reasons to be open: 1) Education is sharing, 2) Buy one, get one (political argument about public funding of research), 3) The paradox of free (financial argument that free resources don't hurt sales), 4) The $5 textbook (financial sustainability of low-cost open textbooks), 5) Facilitate the unexpected (openness enables new ideas), 6) Continuous improvement (openness allows improving resources over time), 7) Content is infrastructure (open content fuels innovation), 8) Do the right thing (openness fulfills our moral responsibility). The document provides examples and evidence supporting each argument.
This presentation describes how two NSF-funded projects are using Web 2.0 (NING, Diigo, RSS, Goodreads, Shelfari) and National Science Digital Library (NSDL) tools and services to create and deliver science and math professional development and resources to K-8 teachers.
Competency Based Curriculum for GH 2013-02-04James F. Kelley
1) The document describes the development of a competency-based curriculum in global health research for a fellowship program involving a mentored research project.
2) It identifies 8 competency domains and 33 total learning objectives trainees must complete through modular asynchronous learning activities and have evaluated in an electronic portfolio.
3) The curriculum was implemented for 19 trainees in an 11-month training program where they design an online portfolio demonstrating competencies through uploaded artifacts reflecting learning objectives.
The document discusses the Future of Research Communications and E-Scholarship (FORCE11), a grassroots organization aimed at accelerating scholarly communications through technology, education, and community. FORCE11 was founded in 2011 in Germany and aims to modernize scholarly publishing using new forms of publication, markup, and reward systems. It acts as a platform bringing together diverse stakeholders to discuss issues and work on shared goals like data citation principles. The organization sees a future where knowledge is openly networked and scholarly objects are more diverse and linked.
Philip Bourne summarizes his perspective as a domain scientist and co-founder of an open access journal and company. He argues that the current system of formal science communication occurs too slowly, reaches too few people, costs too much, ignores data, and is stuck in the era of print. His dream is for a system that integrates literature, data, and methods, allowing users to analyze figures, access related information with links, and engage in a knowledge and data cycle. He discusses some contributions toward more open, reproducible, and integrated systems but notes challenges integrating workflows and changing reward systems to fully realize this vision.
Open Education Resources in Practice: Webinar to JCUJohn Hannon
OER in Practice: The Big Idea of Open Education
Open education is currently a big idea that is playing out globally in higher education with potentially transformative effects on the sector. Already we can see that openness in education takes different forms: in some instances, resources may be accessible but not free to use - conditions apply. OER offers more than accessible education resources, it is also a standard for reusable and participatory education. The OER movement is a particular form of global open education that is now in its second decade of growth. The type of openness provided through OER implies specific practices of use, reuse, licensing and repurposing. This Webinar will give a quick tour over the OER global landscape, mark out some controversies and spaces to watch, and also demonstrate how to put OER into practice at the local level
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micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
1. Connecting the Classroom and Clinic: Use of an International Collaborative Classroom Wiki Elaine Lonnemann, PT, DPT, MSc Rachael Lowe, MCSP Eric Robertson, PT, DPT
2. Describe and define a wiki, including strengths and weakness as a learning tool Identify opportunities in which a wiki can be used to enable collaborative learning. Discuss how course content and student learning can be enhanced by presentation and collaboration in a wiki. Understand and perform basic page editing functions using wiki syntax. Identify ways in which a wiki can be used in to enhance continuing competencies and evidence based practice. Develop ideas for implementing continuing competency opportunities for clinicians and future alumni to create an ongoing rapport with academic programs. Explore international learning opportunities in physical therapy through wiki use. Objectives
3. WIKI:A CONCEPTUAL OVERVIEW Eric Robertson, PT, DPT Assistant Professor Texas State University, San Marcos Twitter.com/EricRobertson
4. Describe and define a wiki, including strengths and weakness as a learning tool History of Wiki’s Current Concepts in Wiki’s Wiki as a Learning Tool Popular Wikis
5. “Wiki” is derived from “wiki wiki,” meaning quick. It refers to a style of website consisting of a simple syntax used to compose and edit pages by multiple people. Wiki
6. Memex - 1945 Vannevar Bush Atlantic Monthly, “As We May Think” WWW – 1990’s First Wiki – 1994 Ward Cunningham WikiWikiWeb at c2.com Origins of Wikis Life Magazine, 1945
8. Editable Within a web-browser Wikis are edited using a simplified coding language, often referred to as “Wikitext” or “Wiki Syntax” Wikis promote collaborative idea sharing Wikis can control access, provide knowledge, manage projects, or act as a forum, among other things… Community Public or Private memberships EASY! Small learning curve Features of a Wiki
9. The place who makes the code for the website you visit. (Sometimes, they host it too!) Examples: MediaWiki, Wikidot, WetPaint Wiki Providers
10. Wikis are one of several technologies to emerge that have a natural place in teaching and learning. The Networked Teacher Connected! Alex Couros
11. Learning as the goal Learn as if you were teaching Create more synapses? Understand new information by doing something with it Intentional Learning Reflective Learning Deeper Learning
12. Traditional Old hierarchy, gates information, peer-reviewed journals Current Model Less gating of information, peer-reviewed journals, but also some social influence Moving to the Future Ability to generate “buzz” on social networks, peer-review re-defined, no gated information… Academic Rewards Abassi BMJ, 2002
13. Example: Wikipedia and the NIH Collaborative workshops for NIH-funded scientists Case in Point:
14. Wikipedia.com Only 50 employees, $22 million in revenue Medpedia.com Written by medical professionals Wikihow.com “The how-to manual you can edit…” Popular Wikis
16. In the classroom (Augur N, 2004) In residencies (Naik AD, 2010) In publishing research (Anything genetics…) Continuing education (Varga-Atkins T, 2010) “Always-on” learning model Wikis = Professional Development
17. Let’s check out an example of a wiki specific to physical therapy…
25. Why? Contribute to developing this evidence based resource for our profession Build your profile and promote your work Collaborate with colleagues internationally Contribute to improving patient care & global health Contribute to uniting & promoting our profession
37. Research Publish your research in Physiopedia This is a great way of publicising student work, supporting new researchers and bridging the gap between completing research and publication. It will then be peer reviewed by the community.
38. Presentations Why let your work go to waste. When ever you have created a presentation or lecture, put it on-line and showcase it in Physiopedia. Links to self hosted multimedia presentations Open access to high-quality, peer-reviewed content Content is currently being contributed by fellowship programs
39. Our clients are the same the world over They suffer with the same conditions They need rehab following the same procedures We all use the same interventions Why don’t we collaborate internationally to produce the documents we need…. It’ll give us more time for patient care! Patient Guides , Clinical Guidelines, Rehabilitation Protocols
41. 2 years 8 educational institutions 1 professional network 4 countries 13 educational projects 11 student projects 2 professional development projects Projects
42. Overwhelmingly positive Good learning method Increased confidence to contribute to web-based resources Enjoy contributing to a professional and public resource Like the fact that their work will remain Outcomes
43. For success Compulsory Formal Assessment Good tutor support Initial face-to-face familiarisation session Use your geeky students Findings
44. Lets take a look at some of those projects.....
47. 15 Provide opportunities for academic and clinical faculties to develop approaches to teaching using evidenced-based strategies that are effective in promoting learning.
61. Student Feedback of the students would recommend the project to future students 85%
62. Student Feedback said they learned about other disorders from classmates presentations 95%
63. I really enjoyed working on this project. I feel that it allowed me a chance to do something that can be seen by many people to come. Thought this project was an opportunity for us to become more familiar with web-based resources and more importantly contribute to them. I really enjoyed the process and think it's very neat, that my classmates and I have something useful and public. I felt it was a great experience for learning how to contribute to our profession in a very accessible way.
65. PT 655 Teaching & Learning in Physical Therapy Introduction to a wiki in PT Course Instructors: Dr. Elaine Lonnemann and Dr. Beth Ennis
66. Assignment: Register on Physiopedia Develop a profile add images and links Play in the sandbox - Add a reference or resource from Pubmed Introduction to a wiki in PT
67. Fully develop your profile (keeping in mind that future employers may view this.) 1) Add a photograph 2) Add content to each of the following areas on your profile page Name About Me Education Professional Affiliations Professional Appointments Publications Websites Insert a hyperlink to a website within your content Example BU Web Page Personal Web page APTA Play in the sandbox Add a reference from Pubmed or any favorite journal article in the appropriate sections of the Sandbox Assignment Details
68. Upon completion of this project the learner will: Use a wiki specifically designed by and for Physical Therapists. Create wiki text as the syntax or user interface for editing or formatting text on a wiki page. Edit a wiki page. Create a user profile and profile page within Physiopedia. Add a hyperlink, image or video to a wiki page. Add a reference or resource using Pubmed or current referencing style established in Physiopedia. Objectives
69. WORLDWIDE PHYSICAL THERAPY PRACTICE: A FOCUS ON PRIMARY CARE PHYSICAL THERAPY Assignment in an Online Course: Introduction to Primary Care Physical Therapy University of St. Augustine
70. Patient Access to Physiotherapy or Physical Therapy Services / Entry Point Therapist Preparation Degree/Credentialing Specialization Professional Associations Information about the Patient Community Social/Cultural Influences Delivery of Care Type of Health System Payment System References Template
71. World Wide PT Practice:A Focus on Primary Care Canada
72. “Thank you for incorporating current technology (i.e. Physiopedia etc.) into this course—I think it was a valuable experience.”
73. TEXAS STATE UNIVERSITY EVIDENCE BASED PROJECT Course Instructors: Dr. Eric Robertson, Dr. Rob Wainner& Dr. Brenda Boucher
74. Present diagnostic methods and intervention strategies or techniques for patients with selected upper extremity (UE) disorders. Search for, analyze, and integrate the best evidence related to a given UE topic to guide physical therapist practice. Develop digital media (web page, images, and video as appropriate) to present findings to the class, other students, and the general body of practicing physical therapists via an open international wiki site. Instructions
75. Search Strategy Definition/Description Epidemiology /Etiology Characteristics/Clinical Presentation Differential Diagnosis Examination Medical Management (current best evidence) Physical Therapy Management (current best evidence) Key Research Resources Clinical Bottom Line Recent Related Research (from Pubmed) References Template
85. Answer clinical questions Promote evidence based practice Promote reflective practice Informal learning
86. PICO Question: For a patient with LBP is spinal manipulation compared to exercises suitable to eliminate pain?
87. Read the article Find international guidelines Find your answer Revise the technique Find related research Investigate the evidence Research and contact authors
88. If the information you are looking for isn’t there…… Find it somewhere else and add it to Physiopedia!
89. Implement you’re evidence based findings into clinical practice Reflect on your learning experience Record in your professional portfolio.
92. Goals in the APTA Education Strategic Plan # 2 Promotes continued competence # 13 Promotes the partnership model between the academic program and clinical site
93. Case Presentation Continuing Education Opportunity for Clinicians PT clinical instructors: gain 4.0 contact hours of CE credit at no charge
94. From Complex Patient Problems Project 1. Definition/Description 2. Prevalence 3. Characteristics/Clinical Presentation 4. Associated Comorbidities 5. Medications 6. Diagnostic Tests/Lab Tests/Lab Values 7. Etiology 8. Systemic Involvement 9. Medical Management (current best evidence) 10. Physical Therapy Management (current best evidence) 11. Alternative or Holistic Management (current best evidence) 12. Differential Diagnosis 13. Case Reports 14. Resources 15. Recent Related Resources (Pub Med) 16. References
95.
96. No supportive referencesActual patients with a specific diagnosis No private information Inclusion of images, lab results and informational tables are encouraged. The format -word document or Power Point presentation. 2,000 word limit. Directions to Clinician
97.
98. The finished product emailed After review and approval it will be posted within the ‘case reports’ section of the outline for that wiki page A certificate will be mailed to the clinician
99.
100. Academic institution support and appreciation to CI’s for contributions to the training of future clinicians An interactive forum between clinical instructors (CI’s), students and academic faculty for collaborative learning in contemporary practice topics Future thoughts
“Thereafter, at any time, when one of these items is in view, the other can be instantly recalled merely by tapping a button below the corresponding code space. Moreover, when numerous items have been thus joined together to form a trail, they can be reviewed in turn…” BushHyperCard is an application program created by Bill Atkinson for Apple Computer, Inc. that was among the first successful hypermedia systems before the World Wide Web. It combines database capabilities with a graphical, flexible, user-modifiable interface.[1]
Strong forces are operating that may change radically the world of scientific and medical publishing. These include:The appearance and spread of the world wide web, opening up the possibilities that authors might communicate directly with readers and that many intermediaries may not be neededIncreasing resentment in the academic community that it is having to pay ever more for information that it effectively produces itselfThe rise of evidence based medicine and systematic reviews in particular, making people understand how medical information is disorganised and “Balkanised” and that finding information is expensive and difficultIncreased understanding of the “information paradox,” which says that doctors are overwhelmed with information and yet cannot find the information they need when they need itIncreased evidence that most medical studies are of low quality and of limited relevance to cliniciansGlobalisation of medical publishing, exposing weak local products to strong international competitorsAppearance of new players—such as HighWire Press, BioMed Central, and PubMed Central—who are trying to capture value that currently belongs to publishersGreater pressure on doctors to base their treatments on evidenceIncreasing recognition that information alone will not change practiceBetter understanding that improved health care will come not from exhorting individuals but by improving systemsThe rise of patient power and doctor-patient partnership, meaning that patients expect access to the same information as doctors and that patients' evidence is just as important as doctors' or research based evidenceGrowing acceptance that doctors cannot work effectively without considerable support from information and decision making toolsThe spread of handheld technology, opening up new possibilities of delivering “just in time” informationDoctors and other health workers have to be regularly revalidated or recertificatedThose doing applied research are becoming increasingly impatient with systems that reward basic researchers but not them, and …
We could have a break here to do something. Get everyone to think about how they personally would like to use Physiopedia...
July 2008 - Site development startedJan 2009 - Official launchFeb 2009 - First university project beginsApril 2009 - Regis University and Evidence in Motion grant open access rights to fellowship contentMay 2009 - Being used by 4 learning institutionsApril 2010 - First international collaborative student project beginsMay 2010 - First clinical interest group becomes involvedJune 2010 - Over 200 pages of content - 200-500 visitors per day - 30,000 visits per month
We could have a break here to do something. Get everyone to think about how they personally would like to use Physiopedia...
No Future Access
Recognition featured
sandbox
A content outline has been provided as a template for your patient case. This presentation is not a publishable case report in that you don’t have to include a literature review or supportive studies. This is meant to be a forum in which cases of actual patients with a specific diagnosis are shared to increase clinical knowledge. Please do not include any private information that would identify a patient. Inclusion of images, lab results and informational tables are encouraged. The format used may be a word document or Power Point presentation. The word limit is 2,000.