Presentation at ECIL 2017 "Information Literacy at the work place" focusing on knowledge management in research settings through content curation using Scoop.it.
Presentation at ECIL 2017 "Information Literacy at the work place" focusing on knowledge management in research settings through content curation using Scoop.it.
This concept can be applied to the wisdom of clinicians inside healthcare institutions. By gathering and sharing course content and tools between care facilities, hospitals can be connected to more than just the technical cloud. They can be connected to the wisdom of the cloud.
Présentation at London Info International @ ExCEL December 2016 on Content Curation by end-users for Open Knowledge Management and Information Literacy. Topic The rise of the End User
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docxdrennanmicah
CASE STUDY RUBRIC MICROBIOLOGY
For the Case Study assignment the current pathogen selections may be requested by sending
an email to your instructor!
Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
study will be assembled using a detailed rubric (see below). Upon completion, you will submit your
case study to the Blackboard gradebook in Unit 5 and to SafeAssign.
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your
chance to show that you understand the key teaching points about a microbe and to communicate
these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
case to other material in the course. For example, what other microbes have an A-B toxin? What other
viruses are transmitted by fecal-oral spread?
How much information should I provide for my case study?
For the Case Study, you are asked to provide at least the information requested in the chart below. The
boxed questions are suggestions for the minimum amount of information within each category. The
more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access
Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ‘vaccine’, you will find information on
current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
Case Study Information Chart
Typical Case What does a typical case look like? Use the standard format for a
patient presentation with chief complaint (CC), history of present illness
(HPI), key physical exam details (PE), lab findings, signature signs, and
any other important findings.
Description of the infectious
agent
If it is a bacterium, how is it classified? If it is a virus, what kind of
nucleic acid does it have? Does it target specific cellular types
(tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it
only be grown in a specific type of media? How is it distinguished from
other members of the species? Does the pathogen have a significant
history with humans or animals?
Epidemiology What do you feel are the most important points about the
epidemiology of the disease? Incidence? Portal of entry? Source? Is it a
normal microb.
A presentation to the World Nutrition Summit 2021 (Cape Town, March 4-6) on how low-carb activists and insulin resistance scholars can make responsible contributions through their digital voices.
Filière Médicale Francophone Nancy-Wuhan. Présentation à la réunion annuelle de Chongqing par le Pr ZHAO Yan. Echanges franco-chinois sous l'impulsion du Professeur Jean François STOLTZ.
Cours d'initiation à l'information scientifique et technique de l'UE ISSM7.309 et du DIU Nancy Wuhan Méthodologies de la recherche médicale et chirurgicale
This concept can be applied to the wisdom of clinicians inside healthcare institutions. By gathering and sharing course content and tools between care facilities, hospitals can be connected to more than just the technical cloud. They can be connected to the wisdom of the cloud.
Présentation at London Info International @ ExCEL December 2016 on Content Curation by end-users for Open Knowledge Management and Information Literacy. Topic The rise of the End User
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docxdrennanmicah
CASE STUDY RUBRIC MICROBIOLOGY
For the Case Study assignment the current pathogen selections may be requested by sending
an email to your instructor!
Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
study will be assembled using a detailed rubric (see below). Upon completion, you will submit your
case study to the Blackboard gradebook in Unit 5 and to SafeAssign.
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your
chance to show that you understand the key teaching points about a microbe and to communicate
these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
case to other material in the course. For example, what other microbes have an A-B toxin? What other
viruses are transmitted by fecal-oral spread?
How much information should I provide for my case study?
For the Case Study, you are asked to provide at least the information requested in the chart below. The
boxed questions are suggestions for the minimum amount of information within each category. The
more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access
Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ‘vaccine’, you will find information on
current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
Case Study Information Chart
Typical Case What does a typical case look like? Use the standard format for a
patient presentation with chief complaint (CC), history of present illness
(HPI), key physical exam details (PE), lab findings, signature signs, and
any other important findings.
Description of the infectious
agent
If it is a bacterium, how is it classified? If it is a virus, what kind of
nucleic acid does it have? Does it target specific cellular types
(tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it
only be grown in a specific type of media? How is it distinguished from
other members of the species? Does the pathogen have a significant
history with humans or animals?
Epidemiology What do you feel are the most important points about the
epidemiology of the disease? Incidence? Portal of entry? Source? Is it a
normal microb.
A presentation to the World Nutrition Summit 2021 (Cape Town, March 4-6) on how low-carb activists and insulin resistance scholars can make responsible contributions through their digital voices.
Filière Médicale Francophone Nancy-Wuhan. Présentation à la réunion annuelle de Chongqing par le Pr ZHAO Yan. Echanges franco-chinois sous l'impulsion du Professeur Jean François STOLTZ.
Cours d'initiation à l'information scientifique et technique de l'UE ISSM7.309 et du DIU Nancy Wuhan Méthodologies de la recherche médicale et chirurgicale
Filières Médicales Francophones Nancy-Wuhan et Kunming. Etudiants et Enseignants. Outils et Ressources. Des dictionnaires à l'IA. 20 ans d'expériences pédagogiques en Chine analysées avec l'évolution des outils, et bouleversées par la crise Covid. Challenges et Opportunités.
Curation of Scientific, Technical and Societal contents on Street and Public Lighting.
presented on the occasion of IDL2022,
actualized from previous analysis of this Content Hub.
Coopération France Chine Nancy-Wuhan depuis 25 ans. Enseignement de la Médecine et du Français. Le temps des dictionnaires. Le temps des blogs. Le temps des diplômes. Le temps des PhDs. Le temps de la curation. Le temps des smartphones. Le temps de Zoom.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
1. CONTENT CURATION
FOR HEALTH AND INFORMATION LITERACIES
OF MEDICAL STUDENTS AND MDs
GC Faure MD, PhD
Immunologie
Faculté de Médecine
and CREM
Université Lorraine, Nancy
2. Overview
Background: Infobesity
Media and Information Literacy
Content Curation: Tools… Scoop.it
Medical Immunology and more
Implementation for
Connected learning,
Active learning and more
Results and Evaluation
Advantages and challenges
« Simulation of academic writing»
No conflict of interest to declare
EACCME Rep for Lab Medicine UEMS section
3. MIL 2022
Media and Information Literacy
Although it was an objective for Society
2020
In the context of Infobesity
Health and MIL of medical students
remains poor
4. Content Curation
A not so recent concept (2010’s)
It allows to
find, select
aggregate
elevate, comment, editorialize
share
archive and retrieve later
Many tools>50… (Pinterest, Flipboard..)
5. • In our experience,
• https://www.scoop.it/u/gilbertcfaure
• one of the best curation tools on the web for « serious
information »
– Crawling engine and enrichment capacities
• A virtual scientific news journal and « content hub »
easy to browse with pictures
– Search engine « inside » is a major asset
• Human factor of curation is the added value compared
to robots (SEO), and AI.
• But the limit, requiring persistent work
6. Curating information is creating
Snippets (nuggets) of information
Title
Illustration
Summary
Comments
Tags: Keywords
7. Methods
UE Master 7.309
DIU Méthodologies de la recherche médicale et chirurgicale
Implementation of Scoop.it Content Curation tool
for active/hybrid learning in a module on
clinical research
50/100 students (medicine, maieutic) +10 chinese
students from Nancy Wuhan training program
Introductory course on Scientific Information
Access to Curated Resources by teachers
Open and maintain a medical topic of interest
using Scoop.it free plan (one topic, up to 50
posts)
Opinion and evaluation survey
after 3 months
8. Results (before course)
Literacies (information, digital,
health) poor for most french
students, better for chinese
No previous knowledge of concept of
content curation (but Pinterest) or of
Scoop.it tool
No specific training in information
usage,
either scientific or media
9. Results
Diversity of topics (Alzheimer,
Autoimmunity, Cancer, Cardiology,
Gynecology, Grafts, HIV, Neurology…
Phagotherapy…)
At least 25 posts… up to full load (65%)
Medical (80%) + Lay people resources
Keywords, Comments and summaries
Usage of English >60%
10. Evaluation/survey
Very positive
Discovery of information and medical
literature, either scientific
and/or for lay people, very much diverse than
previously thought
Discovery of medical and english vocabulary
Enjoyed active, and self learning
Different from passive courses
(ludique et intéressant, enrichissant…)
Understood micro/mobile-learning(s)
Willing to pursue (+++)
11. Limits
Time consuming
Language barriers of published papers
but positive on learning english
Discovery of costs of access of scientific
literature
Discovery of Open Access
12. Discussion:
Simulation of « self CPD » and of
academic writing !
An easy way of discovering new knowledge in
specific/new fields of interest
Learning to read and write
Stimulating curiosity
Developing health and information literacy
Building e-portfolio for research projects
Initiating autonomous learning
for Life Long Learning
13. Conclusion
Content curation is used for knowledge
management in corporate settings, and for
marketing purposes, teaching and learning in
other disciplines (geography..)
Can be used for blended-, hybrid-, self-, micro-
… learning by medical students engaged in
clinical research training.