This document summarizes a presentation on digital literacies in medical education. The presentation introduces digital literacy and its importance in medical education. It outlines that students are already using technology for learning and that hospitals are using technology like social media. It then discusses topics like 21st century pedagogy, social media, digital tools used in education and clinical practice, and emerging technologies. Attendees are encouraged to experiment with technologies like adding YouTube videos to syllabi and prescribing apps to help bring medical education into the digital age.
Engaging students in the curriuclum: Students as producers of learningNatalie Lafferty
This presentation is from a workshop run at the University of Dundee eLearning Symposium on 31 May 2013, co led with my colleague Annalisa Manca and three of our students, Elizabeth Ferris, Scott Kendall and Satoko Orihashi. The abstract for our session read:
With the growing use of technology in learning and 24/7 access to information, there is growing interest in ensuring students develop 21st-century learning skills such as enquiry, participation, creativity and digital literacy. One way of nurturing these skills in students is to involve them in developing learning resources. In the School of Medicine students have identified that student-led eLearning development can evolve lifelong learning skills and encourage interprofessional and collaborative working. Furthermore, creating learning resources and peer-led teaching activities not only demonstrate students’ understanding of the curriculum, but also helps them gain a deeper understanding of the subject material, as well as pedagogical skills.
Trends and approaches in medical education in the digital age Natalie Lafferty
The use of technology has become ubiquitous in medical education. Educational technologies have increased access to learning resources but there are also challenges and personal development needs for both staff and students to be considered. This presentation that I gave to the Galway Area Medical Education group at Galway Medical School on 7 March 2013 considers some of the emerging trends in using technology in medical education and approaches to their implementation with examples from across the continuum of medical education.
Guide to Establishing an Online Teaching Programspagball
More than a decade ago, the American Psychological Association (APA) Task Force on Distance Education and Training in Professional Psychology (2002).
As a response to how an institution might address concerns cited by the task force and as a resource for faculty members considering online teaching, the APA Committee of Psychology Teachers at Community Colleges (PT@CC) has created the Guide to Establishing an Online Teaching Program.
It is divided into three sections: Faculty Preparation for Online
Teaching, College Support for Online Teaching, and Online
Student Support Services.
Online Teaching - Breaking the Distance Barrierslister
A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
Please visit: http://www.iesl.lk/ to find out more about IESL or go to - http://www.nodes.lk to learn more about the National Online Distance Education Service
This presentation was delivered at City of Glasgow College during their CPD week in June 2014. The presentation gives an overview of blogs, media sharing tools, digital curation tools, and social networking tools, giving exemplars of how these tools have been used in an educational context.
These slides accompanied the workshop delivered on #FOAMed at the AMEE conference in Prague 27 AUgust 2013 by Natalie Lafferty, Annalisa Manca, Dr Ellie Hothersall and Dr Laura Jane Smith.
The workshop provided an introduction to Free Open Access Medical Education and some examples of how this approach can be used in Medical Education.
Engaging students in the curriuclum: Students as producers of learningNatalie Lafferty
This presentation is from a workshop run at the University of Dundee eLearning Symposium on 31 May 2013, co led with my colleague Annalisa Manca and three of our students, Elizabeth Ferris, Scott Kendall and Satoko Orihashi. The abstract for our session read:
With the growing use of technology in learning and 24/7 access to information, there is growing interest in ensuring students develop 21st-century learning skills such as enquiry, participation, creativity and digital literacy. One way of nurturing these skills in students is to involve them in developing learning resources. In the School of Medicine students have identified that student-led eLearning development can evolve lifelong learning skills and encourage interprofessional and collaborative working. Furthermore, creating learning resources and peer-led teaching activities not only demonstrate students’ understanding of the curriculum, but also helps them gain a deeper understanding of the subject material, as well as pedagogical skills.
Trends and approaches in medical education in the digital age Natalie Lafferty
The use of technology has become ubiquitous in medical education. Educational technologies have increased access to learning resources but there are also challenges and personal development needs for both staff and students to be considered. This presentation that I gave to the Galway Area Medical Education group at Galway Medical School on 7 March 2013 considers some of the emerging trends in using technology in medical education and approaches to their implementation with examples from across the continuum of medical education.
Guide to Establishing an Online Teaching Programspagball
More than a decade ago, the American Psychological Association (APA) Task Force on Distance Education and Training in Professional Psychology (2002).
As a response to how an institution might address concerns cited by the task force and as a resource for faculty members considering online teaching, the APA Committee of Psychology Teachers at Community Colleges (PT@CC) has created the Guide to Establishing an Online Teaching Program.
It is divided into three sections: Faculty Preparation for Online
Teaching, College Support for Online Teaching, and Online
Student Support Services.
Online Teaching - Breaking the Distance Barrierslister
A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
Please visit: http://www.iesl.lk/ to find out more about IESL or go to - http://www.nodes.lk to learn more about the National Online Distance Education Service
This presentation was delivered at City of Glasgow College during their CPD week in June 2014. The presentation gives an overview of blogs, media sharing tools, digital curation tools, and social networking tools, giving exemplars of how these tools have been used in an educational context.
These slides accompanied the workshop delivered on #FOAMed at the AMEE conference in Prague 27 AUgust 2013 by Natalie Lafferty, Annalisa Manca, Dr Ellie Hothersall and Dr Laura Jane Smith.
The workshop provided an introduction to Free Open Access Medical Education and some examples of how this approach can be used in Medical Education.
Presentation about using social media tools for learning and teaching. Tools covered includes blogs, media sharing tools, digital curation tools and social networking tools (Facebook).
Workshop at the University of the Philippines (Cebu)-Asia eHealth Information Network - MIT- Stanford Big Data for Health Conference, 4 July 2017, Cebu City.
Introductiontoonline 4printfall13-131111160756-phpapp01 (1)Aravindharamanan S
Online learning is education that takes place over the Internet. It is often referred to as “e- learning” among other terms. However, online learning is just one type of “distance learning” - the umbrella term for any learning that takes place across distance and not in a traditional classroom.
In 2014 the University of Wolverhampton opened the doors to its state-of-the-art Science Centre. The new building represented a radical change in pedagogy for teaching and learning in Science subjects at Wolverhampton. The capture and broadcasting of video was central to the new teaching philosophy and there were a number of challenges to overcome when delivering a completely new technical and pedagogical ecosystem. Evaluative research suggests that the use of capture technologies to support teaching and learning in the Science Centre has been a success; with students reporting more confidence and better understanding and staff reporting more independent students and an increase in opportunities to facilitate deeper learning. The knowledge developed through the Science Centre project will be used to inform the design of discipline specific capture installations across our campuses, where they will add the most value to the learning experience.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Presentation about using social media tools for learning and teaching. Tools covered includes blogs, media sharing tools, digital curation tools and social networking tools (Facebook).
Workshop at the University of the Philippines (Cebu)-Asia eHealth Information Network - MIT- Stanford Big Data for Health Conference, 4 July 2017, Cebu City.
Introductiontoonline 4printfall13-131111160756-phpapp01 (1)Aravindharamanan S
Online learning is education that takes place over the Internet. It is often referred to as “e- learning” among other terms. However, online learning is just one type of “distance learning” - the umbrella term for any learning that takes place across distance and not in a traditional classroom.
In 2014 the University of Wolverhampton opened the doors to its state-of-the-art Science Centre. The new building represented a radical change in pedagogy for teaching and learning in Science subjects at Wolverhampton. The capture and broadcasting of video was central to the new teaching philosophy and there were a number of challenges to overcome when delivering a completely new technical and pedagogical ecosystem. Evaluative research suggests that the use of capture technologies to support teaching and learning in the Science Centre has been a success; with students reporting more confidence and better understanding and staff reporting more independent students and an increase in opportunities to facilitate deeper learning. The knowledge developed through the Science Centre project will be used to inform the design of discipline specific capture installations across our campuses, where they will add the most value to the learning experience.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
An introduction to dentistry in the digital ageAmit Paryag
An overview of current technlogies available and an overview of imprortant concerns about getting into dentistry in the digital age. The content herein is referenced as much as possible and disemminated without charge for discussion and eduation purposes.
A quick presentation share that makes the argument that the future of education is increasingly digital, but the aims and foundational core of education remains the same.
Data Security Using Audio SteganographyRajan Yadav
Steganography is the art and science of writing hidden messages in such a way that no
one, apart from the sender and intended recipient, suspects the existence of the message,
a form of security through obscurity. Steganography works by replacing bits of useless or
unused data in regular computer files (such as graphics, sound, text, HTML, or even
floppy disks ) with bits of different, invisible information. This hidden information can
be plain text, cipher text, or even images.
In a computer-based audio Steganography system, secret messages are embedded in
digital sound. The secret message is embedded by slightly altering the binary sequence of
a sound file. Existing audio Steganography software can embed messages in WAV, AU,
and even MP3 sound files. Embedding secret messages in digital sound is usually a more
difficult process than embedding messages in other media, such as digital images. These
methods range from rather simple algorithms that insert information in the form of signal
noise to more powerful methods that exploit sophisticated signal processing techniques
to hide information.
ICT literacy basically involves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society.
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...
Accelerating the Social Media RevolutionMayo Clinic
Slides from the Oct. 23, 2013 opening keynote by Farris Timimi, M.D. and Lee Aase of the Mayo Clinic Center for Social Media at the #MayoRagan Social Media Summit in Rochester, Minnesota.
Teaching and Learning with Social Media WorkshopJoshua Murdock
This is a workshop conduct with faculty at various college to discuss how to implement social media in education. The Teaching and Learning with Social Media Workshop is conduct by Professor Josh. For more information visit http://professorjosh.com or @professorjosh on Twitter.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
Social Networking, Online Communities & Research - WCHRI RoundsColleen Young
This presentation explores how researchers can leverage the social web throughout all stages of research from study design, recruitment and through to knowledge dissemination and integrated KT. Colleen Young discusses the synergies of online communities and research, the people who lead and manage the communities and researchers. The presenter encourages discussion throughout the presentation and will tailor its flow to the attendees' knowledge and participation.
Leading with Technology: Social Media Tools and Mobile Apps for 21st Century...Cheryl Peltier-Davis
There is significant value in using Social Media and Mobile Apps in social, political and economic spheres of activity. Within these areas, social media tools such as Blogs, Twitter, LinkedIn, and Facebook share a common usage in supporting internal communication, collaboration, news aggregation, teaching, learning and knowledge sharing. Are there similar benefits for using social media within the spheres of Leadership and Management in Libraries? How are 21st century Library leaders utilising social media to enhance services in their organisations and connect and communicate with stakeholders? What are the opportunities and challenges associated with using social media in Libraries? This presentation seeks to address these issues.
It highlights some of the core competencies (professional and personal) that is required for library leaders to function effectively in a technologically driven environment and introduces emerging trends and concepts - cloud storage, crowdfunding, makerspaces, MOOCs, news aggregation, photo and video sharing, self-publishing, social networking, video conferencing, visualization - that can be readily adopted and adapted (‘mashed up’) in libraries and other knowledge repositories. The goal is to develop and share a toolkit of resources for 21st century library leaders who are willing to use Social Media and Mobile Apps to engage their communities, reshape and add value to the effective delivery of innovative library services.
Learning Centers 2.0:
Enhancing Student Learning With Technology
Lisa D’Adamo-Weinstein & Craig Lamb
SUNY Empire State College
Wikis, iPods, blogs, texting…our students are using technology in
ways that make our heads spin. The purpose of this institute is to
get a handle on these technological innovations to help our students
learn better as they engage with our learning centers.
Focusing on current theories and best practices in enhancing
student learning through technology, attendees will learn about
new advances, engage in activities, and plan how to implement
technology to enhance learning assistance on their campuses.
This institute is appropriate for learning assistance, tutorial
services, and developmental education faculty and staff who develop
curriculum, workshops, and other resources for students.
Craig Lamb is the Director of Academic Support at Empire State College's, Center for Distance Learning. While Craig
is working primarily with students in need of additional academic support services and academic skill development,
and with faculty interested in delivering their courses content and material in more effective ways to increase student
learning, he is becoming more and more interested in the creative uses of new technology to enhance student learning
both within and outside the online class environment.
Lisa D'Adamo-Weinstein is currently the Director of Academic Support at Empire State College's Northeast Center.
Lisa has also taught and coordinated academic assistance and learning support programs at Indiana University's Student
Academic Center, including an academic retention course for at-risk students. She was the Coordinator of Student-Athlete
Academic Support at American University in Washington, D.C. Most recently, she directed the Academic
Excellence Program at the United States Military Academy, West Point for seven years until moving in August 2006 to
the NY State Capital Region. Lisa has published journal articles for The Learning Assistance Review (published by
the National College Learning Center Association—NCLCA) and is co-author of the book Piecing It Together: A Guide to Student Success.
The Gram stain is a fundamental technique in microbiology used to classify bacteria based on their cell wall structure. It provides a quick and simple method to distinguish between Gram-positive and Gram-negative bacteria, which have different susceptibilities to antibiotics
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Best Ayurvedic medicine for Gas and IndigestionSwastikAyurveda
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
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
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
Title: Sense of Smell
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 primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
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.
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
2. Presenter Discloser
Rebecca Raworth has:
• No relationship with commercial interests
• Has received no financial support for the
preparation of this presentation
3. Activity
Which of the following best describes your
attitude towards digital technologies like social
networks, blogs & collaboration tools?
1. Using them is second nature to me
2. I know how to use them but it’s not easy for
me
3. I don’t use them but feel the need to learn
4. I don’t use them & don’t feel the need to
learn how to use them
4. Learning objectives
• Become familiar with digital literacies and
recognize their importance in medical
education.
• Develop an awareness of digital tools and
their use in medical education.
5. Outline
• Why this workshop topic?
• What is digital literacy?
• 21st century pedagogy
• Social media
• Digital tools & their use in education & clinical
practice
• Where to get help
• Questions?
6. Definitions
• Digital literacies are those capabilities which fit an individual
for living, learning and working in a digital society. JISC
• Digital literacy is “the ability to use information and
communication technology to find, evaluate, create and
communicate information. (American Library Association)
• Tool knowledge + critical thinking +social engagement (J.
Fraser, social and educational technologist)
• Set of social practices & meaning making of digital tools
(Landshear & Knobel, 2008)
7. WHY THIS TOPIC?
• Students are already using technology in their
everyday life and for learning
• Hospitals are already using technology,
including social media for patient education
• The rise of e-patients
9. Greenhalgh, Trisha, et al. "Adoption, non-adoption, and
abandonment of a personal electronic health record: case study of
HealthSpace." BMJ: British Medical Journal 341 (2010).
18. ACTIVITY
Please get into groups of 4 or so and discuss:
• Discuss how your students have changed since
you were a student.
• What is your biggest challenge in teaching
medical students today?
Be prepared to share with the class.
36. Desired outcome
• Students will develop personalized
approaches to keeping up to date given that
the answer to a clinical question can change
over time
44. Activity
1. How do social media sites like Facebook and
LinkedIn affect the patient-physician
relationship? Should I friend my patients?
2. Search for you name on your mobile device and
see what you find.
Be prepared to share what you’ve discussed in your
groups with the rest of us.
46. Social media
CMA definition:
“A set of web-based & mobile technologies that
allow people to monitor, create, share or
manipulate text, audio, photos, video, with
others”
50. Mayo Clinic’s Social Media Residency
Prerequisites to Mayo’s Social Media Residency:
• Required Modules
• 1. Create your account in the Social Media Health Network and complete these online courses:
• BUS 101 – Introduction to Social Media and Content Strategy (30 minutes)
• BUS 110 – Basics of Social Media ROI (30 minutes)
• BUS 121 – Mayo Clinic ROI Case Studies (30 minutes)
• BUS 130 – Introduction to LinkedIn (30 minutes)
• GSM 104 – Personal Branding in Social Media (20 minutes)
• GSM 105: Overview of Social Media Tools (30 minutes)
• GSM 106 – Creating Your Google Account for YouTube and Google+ (10 minutes)
• GSM 110: Mayo Clinic’s Social Media History (30 minutes)
• GSM 125 – Introduction to Enterprise Social Networking (25 minutes)
• GSM 130 – Introduction to Google+ (30 minutes)
• EPL 101: Medical Professionalism and Social Media (20 minutes)
• EPL 120: Managing the Legal Risks of Social Media (40 minutes)
• BL 101: Getting Started with Blogging (30 minutes)
• TW 100 – Preparing to Create Your Twitter Account (10 minutes)
• TW 101: Getting Started with Twitter (20 minutes)
• TW 105: Twitter Terms (15 minutes)
• TW 110 – How to Effectively Participate in a Twitter Chat (30 minutes)
• TW 115 -- Twitter Measurement via TweetReach Report (15 minutes)
• FB 105: Managing Facebook Privacy (30 minutes)
• VID 120 – Video Shooting Basics* (20 minutes)
• 2. Watch #SocialAtMayo – Mayo Clinic’s Social Media Guidelines (10 minutes)
We estimate that it will take you approximately 8 hours to complete the prerequisites.
61. Start Experimenting
• E.g. add a YouTube video to the syllabus
• Remember to start with learning outcomes
first, then work backwards
• Social Media Course by Dr. Bertalan Mesko @
• http://prezi.com/zwfi8jxaxdo9/the-social-media-
course-introduction/
72. Education 2.0
• Public health surveillance
• Social networking & web 2.0
• Mobile technologies
• E-portfolios
• Competency frameworks
• Personalized, real-time learner assessment
• Personalized medicine
73. The future is now
• Let’s livetweet rounds
• Can you prescribe an app?
• Social media for public health outreach & education
• Don’t let the tech get between you and your patient
• Text reminders can help patients take their meds
• Wearable tech & sensors are changing healthcare
74. Thank you!
In the spirit of open learning and open access, my
presentation will be posted on SlideShare.
Rebecca Raworth, MLIS
raworthr@uvic.ca
Twitter: @raworthr
They are technophile (born into technology and internet-based world)
They’re fast (multi-tasking)
They already use technology (facebook, twitter…)
They are mobile (different locations + smartphone)
They are the future - New generation of physicians
(http://scienceroll.com/2011/11/21/7-features-of-the-new-generation-of-physicians)
Digital tools must support larger pedagogical objectives and manage expectations
Teaching is a practice; pedagogy is the place where philosophy and practice meet (praxis). It’s vibrant and meditative and productive.
Hybrid learning refers to learning that happens both in the classroom and online
A synonym for hybrid learning is blended learning
All learning is necessarily hybrid
Combines the strands of critical pedagogy and digital pedagogy
Avoids valorizing educational technology
Networked and participant-driven discussion
Challenge is to find new and innovative ways to engage students in the practice of learning
Student-centered
Collaborative
Gartner’s 2013 Hype Cycle for Emerging Technologies
-Technologies transform everything we do (papyrus – Gutenberg – e-books)
-networked collaboration, distributed, peer reviewed, open, complex, dynamic
-productivity, content
E-books
Mobile phones
Ubiquitous learning
BYOD (bring your own device)
Technology-enhanced learning spaces
Learning analytics
creativity, visualization, simulation, games
Telemedicine
Remote monitoring (labour, heart…)
Global world & rare diseases
Empowered
Easy access to medical information
Let’s spread the expertise around; novices should find a group with tech savvy people, ok?
One person from each group will report back on what their group feels about each of the 3 areas of discussion.
10 minutes
E-readers are not just a replacement for a print book, as they enhance reading by adding a built-in dictionary (comprehension and quicker), ability to highlight, ability to see most highlighted passages by others (why do my peers find this worth highlighting.
Ideally, each course should use technology for the best student outcomes while respecting Pedagogical approaches – principles – guidance & support – content and activities – reflection and demonstration – communication and collaboration
Accessibility
Pedagogy-driven technolgoy
Learning activities
Self-guided learning (anywhere & anytime)
When planning a course consider learning outcomes, access, supporting the activity, assessing the activity, problems & solutions
SAMR – The Substitution Augmentation Modification Redefinition Model. I, personally, forget about the acronym SAMR, it’s the concept that’s important to understand.
The SAMR Model offers a method of seeing how ed tech might impact teaching and learning. It also show a progression that adopters of ed tech (students and teachers) often follow as they progress through teaching and learning with technology. While one might argue over whether an activity can be defined as one level or another, the important concept to grasp here is the level of student engagement.
"SAMR, a model designed to help educators integrate technology into teaching and learning, was developed by Dr. Ruben Puentedura, Ph.D.. The model aims to enable teachers to design, develop, and integrate digital learning experiences that utilize technology to transform learning experiences to lead to high levels of achievement for students." (Quote from: http://msad75summertechnologyinstitute.wordpress.com/beyond-substitution/)
Learning analytics: “Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs.” (https://tekri.athabascau.ca/analytics/)
Evidence-based education, as this meta-analysis shows
Start with the pedagogy
Guidance and support for students
Content and activities that lead to greater engagement & deeper learning of students
Reflection and demonstration
Communication and collaboration – help students build something new!
Books, kindles, heart monitors, using a virtual otoscope, social media…
Can be used for telehealth
Technology can be thought of in different ways
As a resource (online journal, online lecture slides)
As a contextualizer (embed the content into Medicol, a learning object, a website
As a communications medium (email, listserv, blog, wiki…)
As a visualization/exploration tool
Guiding principle #1 = pedagogy first
From Uvic’s teaching & learning Centres’s “Teaching with technology at Uvic”
Also from Barab et all (2000) in Grounded constructions & how technology can help.
David Isaac, an orthopaedic surgeon at Torbay Hospital in Devon, England, has become the first surgeon in the UK to perform an operation while wearing goole glass.
Torbay Hospital says the technology has ‘huge potential’ for medical education, with students in a lecture theatre able to see and hear from the surgeon’s viewpoint.
Google Glass, a 1.8-ounce computer configured like a pair of eyeglasses, already is gaining popularity in the medical world as a teaching tool, recording surgeries from the surgeon’s point of view and live-streaming that view to colleagues or students. But Theodore has found another application for Google Glass that he believes could transform the way doctors perform surgery.
Theodore pre-loads CT and X-ray images needed for a procedure, and calls them up in his Google Glass to compare a medical scan with the actual surgical site.
“Often one will remove a tumor that may be deeply hidden inside an organ – the liver, the lung – for example,” said Theodore, who’s also an associate professor in the UCSF School of Medicine. “To be able to have those X-rays directly in your field without having to leave the operating room or to log on to another system elsewhere, or to turn yourself away from the patient in order to divert your attention, is very helpful in terms of maintaining your attention where it should be, which is on the patient 100 percent of the time.”
The device itself is effectively a smartphone, head-mounted video camera and computer rolled into one, with an eye-level screen,’ Dr Brighton said. ‘What’s exciting for medical education is that it allows surgeons to record and share their direct view of the surgical field. This gives huge potential for mentoring and conferencing.
The hospital says the main difficulty it has had in using Google Glass in operations is ensuring patient confidentiality and privacy is maintained‘We(the hospital) have been investigating the ability to stream and store video to a secure network that can only be accessed by those with the relevant consent, and while we can’t currently use Google Glass to connect and stream to the internet, we are just about to start live-streaming to junior doctors and medical students within the Trust.’
Some more examples of tech tools
Pre-class materials can be loaded – students can do the work when and where they want to
You can monitor Medicol to see how prepared students are for class – have they watched the video yet, done the activities?
Learning management systems have great assessment tools built into them. You can see which students have watched a video or added comments to a blog, you can tell which are struggling, etc.
Activity: think about these questions posed by medical students over the past few years and discuss with your partners. What are the best ways to address these issues in medical schools? Our students need to be digitally literate practitioners of medicine.
“Great examples of social media curricula for medicine include the Social Media University Global2 , powered by a WordPress blog and managed by Lee Aase of the Mayo Clinic’s Center for Social Media and the Social MEDia course, powered by Prezi and managed by Dr. Bertalan Mesko
of Hungary’s University of Debrecen”.
“These courses take advantage of social networking tools and build upon principles of collaboration and teamwork across varied disciplines and backgrounds. Taking inspiration from the examples above, this September we launched our Health 2.0 and Digital Literacy elective for our medical students at the University of California, Irvine, School of Medicine. In addition to social media, we are covering topics such as Information Design, App Development, Physician-Developer Relationships, Curating Web and App Content, E-Patients, HIPAA, Technology Etiquette, Telemedicine, Remote Patient Monitoring, and Consumer Health Technology. We don’t expect our students to be “experts” at the conclusion of the course, but we want to expose them to these topics, build familiarity, show them what is possible, and let them apply the technology where it makes sense for them as they look to their future roles as physicians. Ambitious? Yes. Important? We believe so.”
Quotes from Dr. Warren Wiechmann’s blog on “It’s time to teach technology: thoughts on digital literacy in the medical curriculum at http://www.imeded.uci.edu/docs/GIR_Member_Viewpoint_October2012.pdf
How can you control what you see? Did you find anything surprising? How do you want to present online?
http://www.cma.ca/advocacy/social-media-canadian-physicians
Information can be shared unidirectionally (posting text to one’s own blog) and multidirectionally (online discussion forum)
On twitter during CCME 2014
By Pat Rich, managing editor of member communications for the Canadian Medical Association.
Find links to presentations, commentary and announcements from CCME14 on twitter (#ccme14)
Anne Marie Cunningham gave a talk on at CCME this year
https://www.flickr.com/photos/amcunningham72/11341496574/in/photostream/
A Few good places to start exploring are twitter, slideshare, storify and youtube. Microblog
Posting your presentations
Curation tool / blog
Videos
Students and instructors need to develop their online professional identity (LinkedIn, twitter, FB, etc.)
Post your presentations on Slideshare, http://www.slideshare.net/, and search for presentations in slideshare, too. This is a way to learn something new in an easy manner.
PeerScholar is an example of an online tool found on the web.
A powerful pedagogical tool that helps you look at your work and other’s from a different, typically more critical perspective.
Phase 1 – student write assignment with specific grading criteria so the student’s know how they will be graded
Phase 2: student move into evaluation, where they see their assignment alongside peer’s
-critical thinking is encouraged as they evaluate & give feedback on their peer’s work based on the assignment rubric
-can immediately see how their work stacks up against their peers
Phase 3 – they receive their peers’ evaluation & feedback much more quickly that if it were done by a prof or t.a. Work can be revised and resubmitted
-encourages critical thinking
Communities of practice
Communities sharing data (i.e. genetic data, patients with rare disease sharing all their health data…) – collaborative research
-interleaving – write, evaluate, revise
Learning object repositories are free and open peer-reviewed collections of online teaching and learning materials contributed and used by the higher education community. Some are specific to medicine, others are not.
You can reuse modules created by other medical schools who share them in a learning object repository. See, for example, MedEdPortal (AAMC) , Merlot (multimedia education resource for learning and online teaching), and CHEC (Canadian Healthcare Education Commons)
Take courses!
This course provides a ‘best practices’ approach to using digital tools and processes in humanities courses forr the purposes of communication, collaboration and facility of research
Learning & teaching centre at Uvic, also the technology integrated learning unit on lower level of library
-a registry of digital research tools for scholarly use
Use Bamboo Dirt to find digital tools that will help with scholarship/educational outcomes. You will find examples of how others have used various tools here, too.
http://dirt.projectbamboo.org/
With digital tools that can add to student learning in your class
-on Medicol
-at brown bag lunches
-at conferences
So that other faculty can learn from you
http://www.slideshare.net/umhealthscienceslibraries?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview (slide 7) (from PF Anderson, Univ of Michigan Taubman Health Sciences Library “Emerging technologies in healthcare: different points of view”
Bloom’s taxonomy serves as the backbone of many teaching philosophies, in particular those that lean more towards skills rather than content.[8][7] These educators would view content as a vessel for teaching skills. The emphasis on higher-order thinking inherent in such philosophies is based on the top levels of the taxonomy including analysis, evaluation, synthesis and creation. Bloom’s taxonomy can be used as a teaching tool to help balance assessment and evaluative questions in class, assignments and texts to ensure all orders of thinking are exercised in student’s learning.