The document discusses getting started with using social media in education. It introduces the concept of #FOAMed which stands for Free Open Access Medical education. It also provides statistics on social media usage in the US and discusses potential ways to use social media in the classroom, such as the flipped classroom model where students access lecture materials online before class and class time is used for discussion. The document suggests social media can help address issues of time and geography in education and questions how its use may impact both learners and educators.
YouTube has become a crucial part of learning and teaching since it was purchased by Google in November 2006. Videos on almost any subject can be found: from learning about Pythagoras's theorem, to setting up a satellite dish, to figuring out how to draw a pie chart in Excel, to learning a new language. YouTube has become a "go to" place for learners - many of who prefer to use YouTube for learning instead of attending a class. The vast library of educational content that YouTube has become is very often a "first-stop shop" for learners, who have become adept at finding the content they need. For educators, YouTube as a resource poses different challenges. Many educators will use YouTube as a resource by pointing students to videos such as a poet reading his/her own poem, or to a scientist showing how an experiment works. Many other educators create their own content based on classroom material and publish to YouTube.
For 10 years the author has been using YouTube to create content in subject areas such as Statistics, Project Management, and Business Analysis, to augment classroom content. In this presentation he will reflect on his own experiences, and those of over 9,500,000 learners, on learning and teaching with YouTube.
YouTube has become a crucial part of learning and teaching since it was purchased by Google in November 2006. Videos on almost any subject can be found: from learning about Pythagoras's theorem, to setting up a satellite dish, to figuring out how to draw a pie chart in Excel, to learning a new language. YouTube has become a "go to" place for learners - many of who prefer to use YouTube for learning instead of attending a class. The vast library of educational content that YouTube has become is very often a "first-stop shop" for learners, who have become adept at finding the content they need. For educators, YouTube as a resource poses different challenges. Many educators will use YouTube as a resource by pointing students to videos such as a poet reading his/her own poem, or to a scientist showing how an experiment works. Many other educators create their own content based on classroom material and publish to YouTube.
For 10 years the author has been using YouTube to create content in subject areas such as Statistics, Project Management, and Business Analysis, to augment classroom content. In this presentation he will reflect on his own experiences, and those of over 9,500,000 learners, on learning and teaching with YouTube.
Rewriting History: Teaching for the GED Social Studies Extended ResponseMeagen Farrell
Teach your students to be active participants in The Great Conversation! The key to cracking the code of social studies is focusing on enduring social issues. This session presented at COABE 2015 offers sample student responses to prepare students for critical thinking and the GED social studies test extended response.
Online versus traditional classrooms. What do online learners need? I want to teach Psychology (introduction) so what do the students need to learn. How will we teach them? What type of course design model should we use? Instructional designs? Assessments? Closing the loop? Instructors roles?
Train and learn within the digital world: The first sequence of a training for trainers / facilitators is designed to help you discover the pedagogical trends and learning rules that have inspired teaching practices. Models such as constructivism and connectivism are important to know because they happen to be reference models in the training world.
Doing things differently or doing different things?Derek Moore
Almost 2 years of emergency remote teaching (ERT) have passed by and there’s the likelihood that we are all going to “return to normal”. Can we collectively engage in dialogue about the learning from the pandemic? In this session, I propose that we amplify, hospice and create (adapted from J Reich,) from what we’ve experienced. Lets find a way to stabilize an acceptance of circumstances that are beyond our control and identify practices (or different things) hat can aid and improve current digital education capacities. Presentation intended for #Heltasa21
Rewriting History: Teaching for the GED Social Studies Extended ResponseMeagen Farrell
Teach your students to be active participants in The Great Conversation! The key to cracking the code of social studies is focusing on enduring social issues. This session presented at COABE 2015 offers sample student responses to prepare students for critical thinking and the GED social studies test extended response.
Online versus traditional classrooms. What do online learners need? I want to teach Psychology (introduction) so what do the students need to learn. How will we teach them? What type of course design model should we use? Instructional designs? Assessments? Closing the loop? Instructors roles?
Train and learn within the digital world: The first sequence of a training for trainers / facilitators is designed to help you discover the pedagogical trends and learning rules that have inspired teaching practices. Models such as constructivism and connectivism are important to know because they happen to be reference models in the training world.
Doing things differently or doing different things?Derek Moore
Almost 2 years of emergency remote teaching (ERT) have passed by and there’s the likelihood that we are all going to “return to normal”. Can we collectively engage in dialogue about the learning from the pandemic? In this session, I propose that we amplify, hospice and create (adapted from J Reich,) from what we’ve experienced. Lets find a way to stabilize an acceptance of circumstances that are beyond our control and identify practices (or different things) hat can aid and improve current digital education capacities. Presentation intended for #Heltasa21
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
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
A bit of background. Been doing this for a while with lots of different things to think about and do.
Part of that is about being an enthusiast…but
What do you want to do today?
FOAM invented by Mike Cadogan and Domnhall Brannigan in Dublin 2012 ICEM
FOAM invented by Mike Cadogan and Domnhall Brannigan in Dublin 2012 ICEM
Impact of resident use of #FOAMed is high
Best reason to engage with social media is the same logic as Willie Smith the famous US Bank RObber.
When asked why he robbed banks he replied ‘that’s where the money is’ As medical educationalists in the 21st Century we might ask the same question.
Why do you engage with social media? Because that’s where the trainees are, and that’s where the information is.
If you don’t engage you simply won’t cash in….
FOAM flips the classroom. Either through specific media, or through the empowerment of colleagues to find their own learning and bring that to the workplace.
Role of the educator is then not to teach from on high, rather it is to help learners organise, sift and appraise their knowledge.
For more mature leaders then the top down delivery does not work and something more in depth learning is required.
More mature learners do not work well when they are told what to learn. They need something that allows them to construct their own learning. Something that allows them to create their own knowledge.