Lecture given to Unit 8 (INDS 208) -- Pathobiology Treatment and Prevention of Disease -- in the undergraduate medical curriculum at McGill University on September 10, 2012.
Blinded clinical trials only became standardized into their current form in the 1980s. The history before this very recent phenomenon has become almost invisible, even though it was challenged right from the start by the AIDS crisis. The challenge to the RCT as the principle image of clinical research continues with the Ebola crisis and Right to Try legislation.
Sara Mathieu-C of the University of Montreal higlights the tensions between ethical recommendations and research priorities in a research study that uses technology to provide sexual health information of youth aged 17-24 yrs in Quebec. Presented at YTH Live 2014 session "Calling all HIV Providers: Resources and New Media for You."
Jonas Ranstam MedicReS World Congress 2013MedicReS
Practical and statistical aspects of randomization
and blinding in clinical trials
Jonas Ranstam PhD
Department of Clinical Sciences
Lund University
Sweden
Lecture given to Unit 8 (INDS 208) -- Pathobiology Treatment and Prevention of Disease -- in the undergraduate medical curriculum at McGill University on September 10, 2012.
Blinded clinical trials only became standardized into their current form in the 1980s. The history before this very recent phenomenon has become almost invisible, even though it was challenged right from the start by the AIDS crisis. The challenge to the RCT as the principle image of clinical research continues with the Ebola crisis and Right to Try legislation.
Sara Mathieu-C of the University of Montreal higlights the tensions between ethical recommendations and research priorities in a research study that uses technology to provide sexual health information of youth aged 17-24 yrs in Quebec. Presented at YTH Live 2014 session "Calling all HIV Providers: Resources and New Media for You."
Jonas Ranstam MedicReS World Congress 2013MedicReS
Practical and statistical aspects of randomization
and blinding in clinical trials
Jonas Ranstam PhD
Department of Clinical Sciences
Lund University
Sweden
PCORI held a special webinar on Friday, August 3, 2012, from 1:00 p.m.− 2:00 p.m. ET, to brief stakeholders on PCORI’s draft Methodology Report and encourage public comment.
The draft report, released July 23, 2012, offers standards to guide health care stakeholders towards the best and most appropriate methods for conducting patient-centered outcomes research.
Learning Objectives
1. Identify strategies for Clinical Reasoning Strategies.
2. Identify the RIME Framework for Clinical Competency.
3. Identify how to facilitate Bedside Teaching (according to Cox Model).
Using real-world evidence to investigate clinical research questionsKarin Verspoor
Adoption of electronic health records to document extensive clinical information brings with it the opportunity to utilise that information to support clinical research, and ultimately to support clinical decision making. In this talk, I discuss both these opportunities and the challenges that we face when working with real-world clinical data, and introduce some of the strategies that we are adopting to make this data more usable, and to extract more value from it. I specifically discuss the use of natural language processing to transform clinical documentation into structured data for this purpose.
How to formulate a researchable question based on picos - PubricaPubrica
Unanswered questions in current clinical practice and interactions dictating alternate treatments will lead to the formulation of a clinical research question. It would help researchers by giving them step-by-step instructions about how to formulate a research question.
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•The major steps in conducting a clinical trial study are study design, study conduct, data analysis and reporting of the findings.
•Randomized clinical trials are deemed as a gold standard method for analyzing and evaluating the safety and effectiveness of medical devices or pharmaceutical drugs.
•The most challenging part of conducting a randomized clinical trial are related to handling ethical and regulatory systems.
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Module 2 of the Oral Health Tutorial, a production of UT HSC Libraries.
This module focuses on evidence-based dental health. View this tutorial to learn how to define evidence-based dental public health, learn effective retrieval strategy, be able to critique the literature and apply it to public health dental practice.
This tutorial is copyright Lara Sapp and Julie Gaines.
Assessing the impact of evidence summaries in library and information studies...Lorie Kloda
Medical Library Association Annual Meeting, May 2012, Seattle
Lorie Kloda, McGill University
Denise Koufogiannakis, University of Alberta
Alison Brettle, Univerity of Salford
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Characterizing clinical questions of occupational therapists, physical therapists, and speech-language pathologists
1. Characterizing clinical questions
of occupational therapists,
physical therapists, &
speech-language pathologists
Lorie A. Kloda, MLIS, PhD(c), AHIP
Joan C. Bartlett, MLS, PhD
McGill University
Medical Library Association Annual Meeting
May 2012, Seattle
2. Research objective
To explore the clinical questions of
rehabilitation therapists
in the context of their everyday practice
13. Clinical question structure
Problem 69%
Intervention 41%
Population 39%
Outcome measure 11%
Temporality 7%
Context 5%
Professional stakeholder 3%
Patient or family stakeholder 1%
17. Acknowledgements
Dissertation committee
Joan Bartlett (chair), France Bouthillier,
NicolKorner-Bitensky, Andrew Large & Pierre Pluye
Funding
Thomson Scientific / MLA Doctoral Fellowship
Fondsquébecois de la recherchesur la société et la culture
Canadian Library Association World Book Scholarship
Study informants
I am an associate librarian at McGill Libraries, and PhD candidate at the School of Information StudiesJoan Bartlett is Associate Professor at the McGill School of Information Studies
Research was exploratory in nature. Expectations is to raise more research questions.Part of a larger study. This was one of the research questions with the goal of characterizing CQs of this particular group of health professionals which has not been the focus of much research to date.A clinical question is an information need arising from everyday clinical practice that is formalized linguistically. It is not restricted to PICO or any specific formulation. It is not only a question which can conceivably be answered by literature. It is not the same as search terms entered into a resource or search engine. (Mention Taylor’s definition of information needs if there is time)
Population of interest: stroke rehabPurposeful, snowball sampling, with the goal of max variation5 different sites, ethics from each institution
I conducted this research using an Interpretive, social constructivist approach. This entailed the careful selection of the sample, and the gathering and analysis of qualitative data resulting in categories or “themes”, which could then potentially be transferred to other settings.
Acute and rehab hospitals, in/out-patients, various years of experience
Average of about 8 CQs per informant.Most were related to stroke, others related to neuro, and a few were more general.
Answers the 2 research questions:Categorized 129 CQ into one or more of 12 fociIdentified 8 possible elements in each clinical question, leading to the proposal of a CQ structure for rehab
Explain the difference between “selection” and “procedure” questions.Treatment selection: “Identifies one or more treatments and inquired as to their effectiveness, sometimes in comparison to one another. Other questions identified a condition, disorder, or disease, and inquired as to possible treatments or the most effective treatment.” Also included secondary prevention.Clinical questions focusing on treatment procedures were distinguishable from those focusing on selection. These questions were concerned with the implementation of a process of conducting a specified intervention. “how to…” or “when to…” questions.5% of CQs exhibited more than 1 focus – that is, they could have separated into multiple CQs.
Not a quantitative study with goal of statistical generalizability or prediction. BUT these findings suggest avenues for future research and hypotheses.CMoD: “questions to improve their understanding of diseases and disorders, including signs, symptoms, and clinical course. These questions asked about information to help the therapist understand what they were observing or to predict what they could expect to see in patients with a particular condition.”
The percentage represents the proportion of CQs which contained this element. It was possible for an element to be present more than once in the same questions. For instance, two problems, or a comparison of 2 or more interventions.Most clinical questions contained one or two structural elements:30% included only 1 elementAlmost half included 2 elementsWhen there were 2 or more elements, these tended to be a combination of PROBLEM & INTERVENTION, or PROBLEM & POPULATIONIf you are familiar with the PICO structure, something might be very obvious form this….
Distinction between Problem and Population (compared to PICO and all other structures)Newer elementsVery low numbers for many elements, which suggests that these are optional, and only present when relevantWhile all the other elements have been (or are similar to those) previously proposed, none of the existing structures includes all 8 elements. In other words, I found each of these elements within the set of 129 CQs recorded by these stroke therapistsDiscuss the differences between categories/foci as well – therapy, diagnosis, prognosis & etiology/harm in medicine (EBM)[if time enough:] Importance of situating CQ research within theoretical framework of IB, and consistent definitions of CQ for cumulative and comparable research findings.
Librarians working with students and therapists in rehab can employ knowledge of the 12 foci and the question structure to guide the reference interview.They can also suggest appropriate sources based on the focus of the question.While future research to support the utility of the question formulation structure in rehab is required, instructional designers in academic and hospital libraries can employ the new structure for question formulation, offering students and therapists an alternative to the less useful PICO structure.Information products, including biblio databases and synopses services, can tailor their interfaces according to question foci, and allow users to enter search terms corresponding to any of the 8 elements found in their clinical questions. Such enhancements to existing resources such as OTseeker, PEDro, and SpeechBITE would allow users to pose queries that more closely match their clinical questions, and this improve the relevance of search results.
The structural elements that emerged in the analysis of the 129 clinical questions suggest that the PICO question-formulation structure is inadequate in representing rehabilitation therapists’ formalized information needs. The findings suggest that the evidence-based practice framework is inadequate for describing how rehabilitation therapists’ formulate their clinical questions.