Author: Prof. Maged N. Kamel Boulos, MBBCh, MSc (Derm), MSc (Med Informatics), PhD, FHEA, SMIEEE
Associate Professor in Health Informatics
University of Plymouth, UK
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Themes covered:
Networked Social Media in Learning and Teaching (contexts: higher education; medicine and healthcare, including patient education and clinicians’ collaboration and CPD—Continuing Professional Development).
Networked Social Media in Research (both as a primary focus for research and as tools/enablers in research).
The above two themes are interrelated and frequently overlap in research-led higher education institutions (research-informed teaching and practice).
e-Health and the Social Web ("Web 2.0")/the 3-D Web: Looking to the future wi...Maged N. Kamel Boulos
The Social Web and the 3-D Web/virtual worlds and globes in Medicine and Health
e-Health and the Social Web/the 3-D Web: Looking to the future with sociable technologies and social software
Covers 3-D social networks and virtual worlds/the 3-D Web (including Second Life) and how they relate to Web 2.0 (M.N.K. Boulos - April 2007 - 32 slides)
Find out more at http://healthcybermap.org/sl.htm
Digital media and e-learning provide a cost-effective means of reaching large widely-distributed communities and building their research capacity.
The session offers experiential advice on
- the strategies that could be adopted, particularly to support informal learning within communities
- the resources that are available and
- how these resources can be used to help build research capacity.
e-Health and the Social Web ("Web 2.0")/the 3-D Web: Looking to the future wi...Maged N. Kamel Boulos
The Social Web and the 3-D Web/virtual worlds and globes in Medicine and Health
e-Health and the Social Web/the 3-D Web: Looking to the future with sociable technologies and social software
Covers 3-D social networks and virtual worlds/the 3-D Web (including Second Life) and how they relate to Web 2.0 (M.N.K. Boulos - April 2007 - 32 slides)
Find out more at http://healthcybermap.org/sl.htm
Digital media and e-learning provide a cost-effective means of reaching large widely-distributed communities and building their research capacity.
The session offers experiential advice on
- the strategies that could be adopted, particularly to support informal learning within communities
- the resources that are available and
- how these resources can be used to help build research capacity.
This presentation accompanies a workshop on incorporating wikis into classroom settings and professional learning communities. For more information, visit http://jdorman.wikispaces.com/+Wikis.
Blogs, Wikis and more: Web 2.0 demystified for information professionalsMarieke Guy
Marieke Guy from UKOLN will help you find out how Web 2.0 applications are being used in libraries and information centres, and what actually works. Blogs, wikis, RSS? Podcasts, Slideshare, Flickr and del.icio.us? Social Networking, Social Bookmarking and Video Sharing are the buzz words.
What if Web 2.0 Really Does Change Everything?lisbk
Slides for a talk on "What if Web 2.0 Really Does Change Everything?" given by Brian Kelly, UKOLN at the UCISA CISG 2009 conference on 18-20 November 2009.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ucisa-cisg-2009/
The 'Higher Education in a Web 2.0 World' Report: Implications For IT Service...guest6d8f50
Slides from talk on "The 'Higher Education in a Web 2.0 World' Report: Implications For IT Service Departments" given in the BUCS seminar room on 8 June 2009.
See http://www.ukoln.ac.uk/web-focus/events/seminars/bucs-200906/
Building and Sustaining a Community using the Social Weblisbk
Slides for a talk on "Building and Sustaining a Community using the Social Web" given by Brian Kelly, UKOLN at a UCISA SSG Communications Group Conference on "Using Social Media to Communicate" held at Austin Court, Birmingham on 18 January 2012.
See http://www.ukoln.ac.uk/web-focus/events/workshops/ucisa-ssg-2012/
Slides for a talk on "Demystifying the Social Web" given by Brian Kelly, UKOLN at the Readeast's "R-e-@ding: reaching out to readers in a digital world" Conference held in Flitwick on 26 November 2009.
See http://www.ukoln.ac.uk/cultural-heritage/events/readeast-2009/
This talk looked at the possible obstacles to using social web services in a cultural heritage institutional environment. Possible solutions were suggested for a number of potential obstacles.
This presentation accompanies a workshop on incorporating wikis into classroom settings and professional learning communities. For more information, visit http://jdorman.wikispaces.com/+Wikis.
Blogs, Wikis and more: Web 2.0 demystified for information professionalsMarieke Guy
Marieke Guy from UKOLN will help you find out how Web 2.0 applications are being used in libraries and information centres, and what actually works. Blogs, wikis, RSS? Podcasts, Slideshare, Flickr and del.icio.us? Social Networking, Social Bookmarking and Video Sharing are the buzz words.
What if Web 2.0 Really Does Change Everything?lisbk
Slides for a talk on "What if Web 2.0 Really Does Change Everything?" given by Brian Kelly, UKOLN at the UCISA CISG 2009 conference on 18-20 November 2009.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ucisa-cisg-2009/
The 'Higher Education in a Web 2.0 World' Report: Implications For IT Service...guest6d8f50
Slides from talk on "The 'Higher Education in a Web 2.0 World' Report: Implications For IT Service Departments" given in the BUCS seminar room on 8 June 2009.
See http://www.ukoln.ac.uk/web-focus/events/seminars/bucs-200906/
Building and Sustaining a Community using the Social Weblisbk
Slides for a talk on "Building and Sustaining a Community using the Social Web" given by Brian Kelly, UKOLN at a UCISA SSG Communications Group Conference on "Using Social Media to Communicate" held at Austin Court, Birmingham on 18 January 2012.
See http://www.ukoln.ac.uk/web-focus/events/workshops/ucisa-ssg-2012/
Slides for a talk on "Demystifying the Social Web" given by Brian Kelly, UKOLN at the Readeast's "R-e-@ding: reaching out to readers in a digital world" Conference held in Flitwick on 26 November 2009.
See http://www.ukoln.ac.uk/cultural-heritage/events/readeast-2009/
This talk looked at the possible obstacles to using social web services in a cultural heritage institutional environment. Possible solutions were suggested for a number of potential obstacles.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Webinar Series on Demystifying Phases in Clinical Trials & COVID-19 Updates organized by Institute for Clinical Research (ICR), NIH
Speaker: Dr. Salina Abdul Aziz. MREC Chairperson
More information, please visit: https://clinupcovid.mailerpage.com/resources/p9f2i7-introduction-to-phase-2-3-trial-s
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
Web 20 (Social Media) Policies in Higher EducationAnne Arendt
This paper summarizes the social media and Web 2.0 field in regard to policies from the perspective of a Web resource director. The paper is 50 pages and was created specifically for the Best Practices in Policy Management Conference sponsored by the UVU Policy Office on November 6, 2009.
View the 'official' report at http://works.bepress.com/anne_arendt/7/
The increasing role of social media has been recognized as an increasingly effective marketing tool for a broad section of enterprises. This paper highlights the first stage of the engagement strategy using social media for an academic laboratory, and provides an insight for others wishing to take advantage of the various social networking tools that are available. The lab engages with different constituencies such as students, faculty, and alumni, industrial and governmental agencies. As these constituents online presence is fragmented over a number of different social websites (Twitter™, LinkedIn™ for example), there is no longer an effective single point of contact to engage them. With that in mind, researchers in the lab created accounts on, and started using Twitter™, LinkedIn™ and SlideShare™. Data about site referrals to the BSPA Laboratory’s homepage was gathered using Google Analytics™, in order to analyze the effects (if any) that social networks might have in promotional activities and increased interaction with the BSPA Laboratory home page (http://www.bspalabs.org/). Although this paper is a preliminary report on a short term progress, the data shows the differences in unique visitors before and after becoming active in social networks and will show data linking specific social network with an effect.
Towards precision and accuracy digital public health: informed decision-makin...Maged N. Kamel Boulos
Cite as: Kamel Boulos MN. Towards precision and accuracy digital public health: informed decision-making using novel community-level physical activity indicators from app data aggregates of user populations. Invited talk at the 2019 International Geoinformatics Week - Annual meeting of Geoinformatics in Sustainable Ecosystem and Society (GSES), Zhujiang Hotel, Guangzhou, China, 22-25 November 2019 URLs: http://gig.geoweek2019.org/ and http://gig.geoweek2019.org/main/news/8.html
Abstract: Big data aggregates from popular mobile physical activity (PA) tracking gadgets and the apps/platforms they are paired to can provide unique population insights that could help public health authorities devise superior PA promotion interventions, better target them, and dynamically monitor their effect over time, making adjustments to the interventions as necessary.
How is AI actually empowering clinicians, augmenting telehealth, and transfor...Maged N. Kamel Boulos
An UPDATED version of this presentation is available at http://healthcybermap.org/KamelBoulos-CN-AI-Apr19.pdf
How is AI actually empowering clinicians, augmenting telehealth, and transforming the world’s largest healthcare system (serving 1.4 billion people in China)?
智能医学
Cite as: Kamel Boulos MN. VRGIS and big data for smarter, healthier cities (within the Invited Session on 'Digital technologies and the impact in biometry', Chair: R Assunção, Discussant: A Charpentie, Presenters: MN Kamel Boulos, J Mills Flemming, G Câmara). XXIXth International Biometric Conference, Barcelona International Convention Centre, Barcelona, Spain, 10 July 2018.
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Abstract:
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The latest generation of virtual and mixed reality hardware has rekindled interest in VRGIS (Virtual Reality GIS) and ARGIS (Augmented Reality GIS) applications in health, and opened up new and exciting opportunities and possibilities for using these technologies in the personal and public health arenas (Kamel Boulos et al., 2017). This presentation will offer a snapshot of some of the most remarkable VRGIS and ARGIS solutions that rely on big data, including real-time data, to deliver the vision of smart healthy cities (Kamel Boulos et al., 2015).
1. Kamel Boulos et al. From urban planning and emergency training to Pokémon Go: applications of virtual reality GIS (VRGIS) and augmented reality GIS (ARGIS) in personal, public and environmental health. Int J Health Geogr. 2017, 16:7. DOI: 10.1186/s12942-017-0081-0
2. Kamel Boulos et al. 'Social, innovative and smart cities are happy and resilient': insights from the WHO EURO 2014 International Healthy Cities Conference. Int J Health Geogr. 2015, 14:3. DOI: 10.1186/1476-072X-14-3
On the promises, challenges and risks of Pokémon Go and similar geosocial (lo...Maged N. Kamel Boulos
Cite as: Kamel Boulos MN. On the promises, challenges and risks of Pokémon Go and similar geosocial (location-based) exergames (invited contribution). In: Proceedings of GEOMED 2017: International Conference on Spatial Statistics, Spatial Epidemiology & Spatial Aspects of Public Health, Porto, Portugal, 08 September 2017. Conference URLs: http://www.i3s.up.pt/geomed2017/speakers.html and http://www.i3s.up.pt/geomed2017/scientific_programme.html
Games, Geosocial Apps, Social Media Ads and Dashboards for Sexual Health Prom...Maged N. Kamel Boulos
Kamel Boulos MN. Games, Geosocial Apps, Social Media Ads and Dashboards for Sexual Health Promotion. Invited presentation at the eHealth week - Track 3 panel debate for 12 May 2017 (09:30-10:30): '#SocialMediaInHealthcare: Y it matters 4U!', Conference Room: Cettina de Cesare 3, Intercontinental Hotel, St Julian's, Malta. In: Proceedings of eHealth Week 2017 (HIMSS Europe), Intercontinental Hotel, St Julian's, Malta, 10-12 May 2017. <urls: />
IBM Watson Health: How cognitive technologies have begun transforming clinica...Maged N. Kamel Boulos
Cite as: Kamel Boulos MN. IBM Watson Health: how cognitive technologies have begun transforming clinical medicine and healthcare (Oral session IV – Patient safety tools, Thursday 19 May 2016, 15:45-16:45, Hotel Puijonsarvi, Kuopio). In: Proceedings of the 4th Nordic Conference on Research in Patient Safety and Quality in Healthcare (NSQH2016), Kuopio, Finland, 18-20 May 2016 (organised by University of Eastern Finland), p.29. URL: http://www.uef.fi/NSQH2016 (In: Nykanen I (ed.). The 4th Nordic Conference on Research in Patient Safety and Quality in Healthcare. Kuopio, Finland, May 18-20, 2016. Program and Abstracts. Publications of the University of Eastern Finland. Report and Studies in Health Sciences 21. 2016, p.29 (of 119 p.). ISBN: 978-952-61-2130-7 (nid.), ISSNL: 1798-5722, ISSN: 1798-5730.)
IBM Watson health: how cognitive technologies have begun transforming clinical medicine and healthcare
Maged N Kamel Boulos
ABSTRACT
Background: IBM Watson Health (http://www.ibm.com/smarterplanet/us/en/ibmwatson/health/) belongs to a new generation of smart cognitive computing technologies (a type of artificial intelligence) that are poised to transform the way healthcare is delivered, and to vastly improve clinical outcomes, quality of care and patient safety.
Objectives: Our goal was to collect and document the huge potential of a range of emerging and exemplary uses of IBM Watson in healthcare in both developed and developing country settings.
Methods: A survey of current peer reviewed and grey literature has been conducted, looking for reports and case studies involving the use of IBM Watson in different health and healthcare applications.
Results, conclusions and clinical implications: With its ability to make sense of unstructured medical information by analysing the meaning and context of natural language, and uncovering important knowledge buried within large volumes of data and information, including medical images, IBM Watson is exceptionally well suited for clinical and healthcare decision support, where there are often elements of ambiguity and uncertainty. It has been (or is currently being) successfully deployed in many developed countries in the West, as well as in developing countries, such as India and South Africa. IBM Watson unlocks a complex case by acquiring information from multiple sources, e.g., accessing the electronic patient record, then parsing all related medical evidence at up to 60 million pages per second. After processing all of this information, Watson offers relevant and prioritised suggestions to the decision-maker, e.g., helping clinicians identify the best diagnosis and treatment options in complex oncology cases, and providing hospital managers with new operational insights. The ultimate goals are to reduce cost, medical errors, mortality rates, and help improve patients' quality of life.
Towards a successful implementation of game mechanics (gamification) in e-hea...Maged N. Kamel Boulos
Cite as: Kamel Boulos MN. Towards a successful implementation of game mechanics (gamification) in e-health interventions (updated: 09//2015). In: Baptista TM, Kamel Boulos MN, Rodrigues FM, Rocha A. E-Health, psychology and medicine: the future of a close cooperation (invited symposium). In: Proceedings of the 14th European Congress of Psychology, Milan, Italy, 7-10 July 2015. URL: http://www.ecp2015.it/scientific-program/invited-symposia/ - WebCite cache: http://www.webcitation.org/6YIHINbi0
Please cite as: Kamel Boulos MN. Creating self-aware and smart healthy cities. Invited plenary keynote address followed by sub-plenary round table at WHO 2014 International Healthy Cities Conference, Athens, Greece, 25 October 2014. http://www.healthycities2014.org/ehome/89657/192014/?&
PPT updated in May 2015.
Oct 2017: See also https://www.slideshare.net/sl.medic/how-the-internet-of-things-and-people-can-help-improve-our-health-wellbeing-and-quality-of-life
Livewell Project @ Health Informatics Scotland 2014, Glasgow, 2 Sep 2014Maged N. Kamel Boulos
Please cite as:
Kamel Boulos MN, Livewell Project Consortium. Livewell Project (project overview and early user feedback and impressions from the Summer 2014 pilot testing phase). In: Online Proceedings of Health Informatics Scotland 2014 Conference, Glasgow, Scotland, 2 September 2014. URLs: http://www.webcitation.org/6SIO8Vo19 and http://www.knowledge.scot.nhs.uk/his/events/health-informatics-scotland-conference-2014/presentations-and-audio.aspx
http://www.slideshare.net/sl.medic/livewellhis-glasgow2-sep2014
Telehealthcare for older people: barriers to large-scale roll-outsMaged N. Kamel Boulos
Kamel Boulos MN. Telehealthcare for older people: barriers to large-scale roll-outs (Round table: Use of technologies to promote healthy aging and improve disability). In: Proceedings of the 1st Barcelona Conference on Healthy Aging (University of Barcelona), Barcelona, Spain, 14-15 November 2013 (invited presentation). URL: http://www.healthyageingbarcelona.com/speakers8.html
Public engagement and participation in health geography: crowdmaps (crowdsour...Maged N. Kamel Boulos
Cite as: Kamel Boulos MN. Public engagement and participation in health geography: crowdmaps (crowdsourced maps) by citizens, for citizens. In: Proceedings of GEOMED 2013, the 8th international interdisciplinary conference on spatial epidemiology, spatial statistics and geomedical systems, The Edge—University of Sheffield conference venue, Sheffield, UK, 16-18 September 2013 - http://www.shef.ac.uk/scharr/sections/ph/conferences/geomed2013/programmeandspeakers
Telehealthcare for older people with comorbidity: lessons from eCAALYXand pr...Maged N. Kamel Boulos
Invited presentation by MN Kamel Boulos at http://www.aal-europe.eu/innovate-uk/ (12 March 2013) - (C) The eCAALYX Project Consortium - http://ecaalyx.org/
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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.
- 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
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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.
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 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
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MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
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micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Networked Social Media in Learning, Teaching and Research
1. Networked Social Media in
Learning, Teaching and Research
Maged N. Kamel Boulos, MBBCh, MSc, PhD, FHEA, SMIEEE
Associate Professor in Health Informatics
University of Plymouth, UK
mnkamelboulos@plymouth.ac.uk
mnkboulos@ieee.org
3. Workshop Themes
• Networked Social Media in Learning and Teaching
(contexts: higher education; medicine and healthcare,
including patient education and clinicians’ collaboration
and CPD—Continuing Professional Development).
• Networked Social Media in Research (both as a primary
focus for research and as tools/enablers in research).
• The above two themes are interrelated and frequently
overlap in research-led higher education institutions
(research-informed teaching and practice).
Format: Slides and videos (7 video clips - 30 min. total): include practical and
how-to examples/demos; Audience interactivity: Q&A opportunities
throughout the day and small-group reflective activity/discussions.
4. General Agenda
• Overview of Networked Social Media in health/healthcare
education and research, including a research agenda for the
coming years.
• Social Web tools for virtual collaborative practice and
learning/CPD in medicine and health (covers Wikis, blogs,
micro-blogs, podcasts, YouTube and SlideShare).
• Introduction to 3-D Virtual Worlds.
• Research example: UOP Sexual Health SIM in Second Life®
(2007-2009)—covers the use of Virtual Patients and of Social
Media Marketing and Captology techniques in Virtual Worlds.
• Research example: Novel emergency/public health situation
rooms using 4-D GIS (incorporating 3-D Virtual Worlds, Virtual
Globes and other NSM tools).
• Small-group activity/reflection exercise.
6. Overview of Networked Social
Media in Health/Healthcare
Education and Research
A Research Agenda
7. Agenda
• What are Networked Social Media (NSM)? (Includes a brief
critique of the term “Web 2.0”)
• NSM as enablers of positive change in education and health,
including self-help and peer-to-peer support, and the
challenges that need to be addressed.
• A research agenda:
– Establishing the evidence regarding the use of NSM in higher education,
health/healthcare and social care, and establishing and informing best
practices;
– Identifying and researching associated barriers/ problems and
workarounds;
– Looking into how various disciplines, technologies and applications have
been affected by, and are affecting, NSM;
• Social Web mining
– Virtual worlds and social networks as large social research labs like never
before; and
– Select highlights from PubMed (Mar-Jun 2010).
9. Popular PowerPoint [MN Kamel
Boulos - April 2007 - 32 slides -
PDF - 2.7MB:
http://healthcybermap.org/MNKB_W
eb2_3DWeb_SecondLife.pdf - also
available on SlideShare (6779 views
as at 23/5/2010)]
10. Social Web / Networked Social Media
• Social Web or Networked Social Media (NSM) are
mediated environments where people (including
students and faculty in higher education) can use their
computer or mobile phone to connect with others, share
information, and generate content, among other things.
• Example tools include wikis, e.g., Wikipedia, social
network sites, e.g., MySpace, Facebook, LinkedIn,
Sermo; media sharing platforms, e.g., YouTube, Flickr,
SlideShare; blogging and micro-blogging, e.g., Twitter
and identi.ca; social bookmarking, e.g., Delicious; 3-D
virtual worlds, e.g., Second Life®; and 3-D virtual globes,
e.g., Google Earth™.
13. Social Web / Networked Social Media
• Practices involved in NSM include tagging (using loose,
user-created vocabularies or folksonomies), user
generated content, copy/paste code creation, and code
and content remixing (mashups).
• Many universities, as well as health and social care
providers, particularly in the US, are already using NSM
extensively, e.g., the US CDC—Centers for Disease
Control and Prevention (http://www.cdc.gov/socialmedia/),
as well as a good number of hospitals (e.g., US list at
http://ebennett.org/hsnl/).
• Even those organisations with the strictest and most
conservative Internet access/use policies and regulations
in place could not evade the latest NSM wave, e.g., the
US DoD—Department of Defense
(http://socialmedia.defense.gov/).
16. Web 2.0?
• NSM are sometimes inaccurately referred to as “Web
2.0”. Such versioning of the Web is better avoided (I
must admit I have used the term in some of my papers
including in the title of one of my early papers on the
subject back in Dec 2006 and in some of my early
presentations).
• Confusion regarding “Web 3.0”: Is it the Semantic Web?
3-D virtual worlds?
• As Sir Tim Berners-Lee, the inventor of the Web, would
say, the Web has been conceived as a social medium
and a sharing and communication platform from the
very start (see
http://www.ibm.com/developerworks/podcast/dwi/cm-int082206.txt).
17. Web 2.0?
• The Web (b 1990) just grew more popular (= deeper
and much more branching social networks and links
over time), and more affordable and usable over the
past two decades, to become what we have today
and what we currently observe as the prominent
social aspects and opportunities of the Web.
• But the core principles and concepts of online
communities and users’ sharing, repackaging and
repurposing of online content have always been
there in one form or another since the very early days
of the Web (e.g., the first wiki, WikiWikiWeb,
appeared 16 years ago, in 1994), and even predate
the Web (e.g., could be recognised in the 1980s
CompuServe dialup service).
19. Video Station: But Some Would
Still Argue It’s a Revolution…
• Social Media Revolution 2 (Refresh) – 4 min : 25 sec
Hardcover: 288 pages
Publisher: Wiley; 1 edition (August 24, 2009)
Language: English
ISBN-10: 0470477237
ISBN-13: 978-0470477236
Product Dimensions: 9.1 x 5.9 x 1.1 inches
20. NSM as Enablers of Positive Change in
Education and Health
• The technologies that enable NSM are rapidly
changing the way we interact with others, get
information, and do business in the higher
education and health and social care sectors.
• NSM are enablers of participatory learning and
learners-centred education, and of participatory
healthcare and patient-centred care, in which
students’ and patients’ engagement and
empowerment are keys to improving educational
(in case of students) and clinical (in case of
patients) outcomes.
21. Self-help and Peer-to-peer Support
• Learners’ self-help and mutual help in online learners’
communities (these are not costly to realise) can play a
key role in improving the overall quality of education
and relieving some of the existing burden on higher
education institutions in developing countries, where
human and financial resources are constrained and
facilities (e.g., labs and classrooms) are overpopulated.
• Patients’ self-help also has a strategic importance in
that it can help relieve some of the increasing burden
on the already constrained conventional healthcare
systems (e.g., acute care hospitals) in developing as
well as developed countries.
22. An Online Journal Club
Users (clinicians and
clinical students) can rate
and discuss medical
literature, and critically
appraise and share their
thoughts on any paper
instantly online.
This has the potential
of improving
communication amongst
physicians and leading to
better understanding
and interpretation of
medical literature.
25. Engaging Patients in Care Poses Many
Challenges
• The least difficult of these challenges is related to access
(digital divide). A recent study by the Pew Internet and
American Life Project and the California HealthCare
Foundation found that people fighting chronic illnesses
are less likely than others to have Internet access, but
once online they are more likely to blog or participate in
online discussions about health problems
(http://www.pewinternet.org/Reports/2010/Chronic-Disease.aspx).
• Other much-tougher-to-address challenges include the
potential of NSM to spread misinformation (Scanfeld et
al., 2010)* and the related difficulties in controlling the
quality of the very vast amounts of user generated
content.
* Scanfeld D, Scanfeld V, Larson EL. Dissemination of health information through social
networks: twitter and antibiotics. Am J Infect Control. 2010 Apr;38(3):182-8.
26. What About Higher Education?
• Similarly, engaging students in participatory learning
using NSM tools has got its own challenges.
• Access/digital divide is one of those challenges,
especially in developing countries.
• But the biggest challenge is ‘How do we make proper
and best use of NSM to enhance our learning and
teaching?’ ‘How do we foster vibrant online social
learning communities of learners and practitioners?’
• We always need to remember that pedagogy rather
than technology should always be the main driver
and formulator for change.
28. A Research Agenda
• Research is still needed to answer many
questions and address various issues associated
with the use of NSM in medical and health
education (clinical students/professionals and
patients/members of general public) and health
and social care in general.
• The following slides will provide some examples
of research areas and topics that can be further
explored in this respect (not an exhaustive list).
29. A Research Agenda
• Establishing the evidence regarding the use of NSM in
higher education, health/healthcare and social care,
and establishing and informing best practices in this
respect:
– Measuring and tracking the uptake of NSM in the higher
education and health and social care sectors. How many
universities (medical and nursing schools) and healthcare
providers are using social media, and what are the
motivations behind getting started, etc.
– Exploring how NSM may be used in online learning
communities and properly integrated into existing e-
learning tools; and
– Information/Misinformation: Finding how NSM may
provide a venue to identify misuse or misunderstanding of
health/clinical information, promote positive behaviour
change, disseminate valid information, and exploring how
such tools can be used to gather real-time health data for
surveillance purposes (we will revisit this last point later).
30. A Research Agenda
• Identifying and researching associated barriers/
problems and workarounds; for example:
– Technology and tools issues, e.g., NSM standards and
interoperability, as well as user interface issues with the
transition from the PC era (desktops and full-size notebooks) to
the mobile era (small form factor Internet devices), which
together with the very heterogeneous spectrum of NSM
modalities, have direct implications on how Social Web
applications and experiences should be designed and
prescribed, so that students (m-learning or mobile learning),
members of the general public, patients, and clinicians,
including users with special accessibility needs, such as older
people/people with disabilities and students with special
learning needs, can all participate, make best use of social
media in their health/social care and their education (for
students), and no one is excluded (eInclusion); and
31. A Research Agenda
(Identifying and researching associated barriers/
problems and workarounds – Cont’d)
– Knowledge management/Semantic
Web issues (e.g., how to make
folksonomies more reliable and
consistent to improve NSM resource
discovery and retrieval, and semantic
wikis*), among other issues; and
– Legal** and ethical issues (copyrights/ http://creativecommons.org/education
licensing, privacy, provider’s liability,
cyber-harassment, protecting
vulnerable groups, etc.).
* Kamel Boulos MN. Semantic Wikis: A Comprehensible Introduction with
Examples from the Health Sciences. Journal of Emerging Technologies in Web
Intelligence. 2009; 1(1):94-96. http://dx.doi.org/10.4304/jetwi.1.1.94-96
** Setback for scientists conducting Social Web mining research:
http://tinyurl.com/ye3ab5b
32. While tags allow users to freely describe
resources by subject using their own words,
barriers remain to their effectiveness as tools
for resource discovery and retrieval. The lack
of a controlled vocabulary means that the
relationship between concepts and the
words used to describe them may not be
consistent.
http://www.citeulike.org/ ^ Explore bookmarks of like-minded people
33.
34. A Research Agenda
• How various disciplines, technologies
and applications have been affected
by, and are affecting, NSM; for
example:
– GIS (Geographic Information Systems),
once the exclusive domain of highly
specialised/skilled scientists and
professionals have been “wikified” for
the masses (neogography and
volunteered geographic information
(VGI) and annotations/information
layers contributed by the general
public), paving the way for many
participatory GIS applications, location-
aware services, and geo-mashups in
education, health and public health;*
* Kamel Boulos MN, Scotch M, Cheung KH, Burden D. Web GIS in practice VI: a demo
playlist of geo-mashups for public health neogeographers. Int J Health Geogr. 2008 Jul
18;7:38. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2491600/
35. A Research Agenda
(How various disciplines, technologies and applications have
been affected by, and are affecting, NSM – Cont’d)
– Other domains that have been reshaped by NSM include
cybermedicine/cyberhealth (mass health education of the
public, including members of the public educating and
supporting each other), e.g., our sexual health education
project in virtual worlds (http://healthcybermap.org/slsexualhealth/),*
and higher education/e-learning, e.g., novel teaching
methods with Twitter.
* Kamel Boulos MN, Toth-Cohen S. The University of Plymouth Sexual Health SIM
experience in Second Life®: evaluation and reflections after one year. Health
Information and Libraries Journal. 2009; 26(4): 279-288 - http://dx.doi.org/10.1111/j.1471-1842.2008.00831.x
36. A Research Agenda
(How various disciplines, technologies and applications have
been affected by, and are affecting, NSM – Cont’d)
– Public health and environmental surveillance have also been
significantly affected by NSM, forming the new emerging fields of
infodemiology/infosurveillance and technosocial predictive
analytics that use aggregated, real-time NSM feeds (e.g., blog
posts and Twitter tweets from whole populations), NSM mining
methods, and 3-D virtual worlds (serious gaming)/4-D (3-D +
Temporal dimension) participatory GIS, among other methods, to
perform various public health, environmental health and national
security surveillance and response tasks (e.g., monitoring
population health trends based on Social Web activity: early
detection of bioterrorist attacks and of disease outbreaks;
disaster/emergency modelling and real-time management
applications in immersive environments; etc.).*
* Kamel Boulos MN, Sanfilippo AP, Corley CD, Wheeler S. Social Web mining and exploitation
for serious applications: Technosocial Predictive Analytics and related technologies for
public health, environmental and national security surveillance. Comput Methods
Programs Biomed. 2010 Mar 15. [Epub ahead of print] http://dx.doi.org/10.1016/j.cmpb.2010.02.007
37. Social Web Mining
Kamel Boulos MN,
Sanfilippo AP, Corley CD,
Wheeler S. Social Web
mining and exploitation
for serious applications:
Technosocial Predictive
Analytics and related
technologies for public
health, environmental and
national security
surveillance. Comput
Methods Programs
Biomed. 2010 Mar 15.
[Epub ahead of print]
http://dx.doi.org/10.1016/j.cmpb.
2010.02.007
38. Social Web Mining
• Analysing Social Web (e.g., blogs, Twitter, etc.) post
aggregates in real or near-real-time can give us a good
indication of the prevailing public opinion(s) of corresponding
communities regarding different matters of interest. It can tell
us about the general public mood and where ‘the wisdom of
the (online) crowds’ is pointing, acting like a measure of the
psychosocial “pulse” and beat of online societies.
• As more and more people are getting connected these days to
the Internet all over the world, online societies are rapidly
becoming a good mirror of offline, conventional societies, and
the Social Web is quickly becoming a strategic place of choice
to reach out to them and influence them on a large scale in
ways that were never possible a few decades ago, e.g., using
‘viral’ (rapidly spreading) videos and other forms of ‘viral’
social marketing techniques.*
* Gosselin P, Poitras P. Use of an Internet “viral” marketing software platform in
health promotion. J Med Internet Res. 2008 Nov 26;10(4):e47.
39. • Moreover, by tracking the change in Social Web post aggregates
over time after some Social Web opinion, attitude, and/or
behaviour-shaping intervention has been made, one can monitor
and assess the effectiveness of such an intervention and tweak or
retarget it as necessary.
• To achieve this vision, technologies for immersive multimedia
collaborative environments for distributed teams,* as well as
techniques for automated or semi-automated, reliable harvesting,
filtering and aggregation of social media feeds, and for analysing
and visualising the aggregates (in real time/near real time and/or
periodically) have to be developed to provide meaningful insights,
e.g., dashboards identifying: disease trends/unfolding outbreaks,
the spread of misinformation about drugs or other health-related
issues in NSM, information gaps and
needs on the Social Web, etc.
* Kamel Boulos MN. Novel emergency/public health situation
rooms and more using 4-D GIS. Presented at: ISPRS WG IV/4
International Workshop on Virtual Changing Globe for
Visualisation & Analysis (VCGVA2009), Wuhan University, Wuhan,
Hubei, China, 27–28 October, 2009 (Published in ISPRS Archives,
vol. XXXVIII ISSN No: 1682-1777 PART 4/W10).
http://www.isprs.org/proceedings/XXXVIII/4-10/papers/VCGVA2009_03608_Boulos.pdf
40. Left: An early (quite
primitive) live Twitter
dashboard:
http://www.casa.ucl.ac.uk/tom/
Below: Google Flu Trends:
http://www.google.org/flutrends/
41. Social Web Mining
Computational Social Network Analysis
“This US NIH FOA (Funding Opportunity Announcement)
encourages basic research that will: generate new theories
that can further social network analysis; address fundamental
questions about the relationship between social networks and
health; and develop methodological and technological
innovations to facilitate and extend social network analyses.”
42. A Research Agenda
• Virtual worlds and social networks can act as large social
research lab like never before: They offer social scientists,
psychologists and educationalists an unparalleled opportunity to
study and model human (including student) behaviour in both the
physical and online worlds.
– Issues that can be investigated here include: how learning
happens in NSM, society and identity in NSM, NSM avatars as Life®
VSecond
forms of self-representation,
how we perceive other people online,
what a virtual crowd looks like, how
social conventions develop in NSM
(various NSM modalities will yield different answers), what are
people’s incentives for spreading information and how and
why do they distribute content (e.g., “viral” videos on
YouTube), how (and how fast) misinformation gets rectified in
NSM channels (“Darwikinism”), and how can we understand
and harness the flows of content in the context of everyday
health and social care practices and needs.
47. Social Web Tools for Virtual
Collaborative Practice and Learning/CPD
in Medicine and Health
Wikis, blogs, micro-blogs, podcasts, YouTube and
SlideShare
48. Agenda
• Introduction
• Wikis
• Blogs
• General Advantages (Ease of Use, Free/Open Source
Software/Hosting Options), Disadvantages (Vandalism and
Quality Issues, Content Copyrights) and Remedies
(Monitoring and Moderation, ‘Closed Environment’ Scenario)
• Micro-blogs (Twitter)
• Podcasts and m-Learning (Mobile Learning)
• YouTube and SlideShare
• What’s Next?
49. Introduction
• The current generation of collaborative Web-based tools,
namely wikis, blogs/micro-blogs/photoblogs,
podcasts/vodcasts and SlideShare/YouTube, offer many
unique and powerful information sharing and collaboration
features.
• They also have the added advantage of taking the technical
skill out of these features, allowing users to focus on the
information and collaborative tasks themselves—minus
delivery obstacles.
• These tools carry the potential of complementing, improving
and adding new social and collaborative dimensions to the
many Web-based medical/health education, CPD*, and
research services we have today.
* CPD = Continuing Professional Development
50. Wikis
• A wiki (from Hawaiian wiki, to
hurry, swift) is a collaborative
Web site whose content can be
edited by anyone who has access
to it.*
• Perhaps the best example of a
wiki in action today is ‘Wikipedia
– The Free Encyclopedia’
http://wikipedia.org/.
• Special conferences have been
and are being organised to discuss
wikis; for example, the Wikimania
conference series
http://wikimania.wikimedia.org/wiki/Main_
Page, and the ACM (Association for
Computing Machinery)-sponsored
WikiSym conference series
http://www.wikisym.org/.
______________
* http://www.answers.com/topic/wiki
52. Health/Medical Wiki Examples
The purpose of the Flu
Wiki is to help local
communities prepare
for, and perhaps cope
with, a possible
influenza pandemic. If
we can pool and share
our knowledge, we can
advance preparation
for, and the ability to
cope with, events. This
is not meant to be a
substitute for planning,
preparation and
implementation by civil
authorities, but a
parallel effort that
complements, supports
and extends those
efforts.
http://www.fluwiki.info/
53. RSS Feeds
Wikis, blogs and
podcasts all use RSS*,
which is now natively
supported by/built into
Web browsers such as
Windows Internet
Explorer 7/8 and later.
Users can easily set up
‘feeds’ to automatically
receive updates from
their favourite services.
* RSS = Really Simple
Syndication
56. Wikis: Versioning Capability
• All past changes
to the page in
question are
listed in reverse-
chronological
order.
• To view a specific
version, click a
date.
57. Wikis: Versioning Capability
Tip: Citing a wiki page in your work can be very tricky (unless one uses the
‘permanent link’ feature in MediaWiki to point to a specific revision of
that page). Because of the dynamic editable nature of wikis, a page might
significantly change and become a totally different article than the one
you were originally referring to (while still maintaining the same URL).
60. Wikis in Education
• Wikis are democratic and promote negotiation.
• Wikis work in real time, permitting public document construction,
i.e., distributed authorship.
• Wiki policies can be set to endorse particular ways of writing (e.g.,
NPOV—see http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view).
• Some possible uses:
– Easily create and update simple Web sites with added content
organisation and navigation features, e.g., interlinked pages, content
categories and templates (http://en.wikipedia.org/wiki/Help:Template).
– Group authoring, e.g., for instructors: collaborative curriculum
design/course content authoring.
– Project development with peer review.
– Data collection.
– Track a (research/student) group project.
• Wikis can pose some difficulties when assessing (grading)
individual student work (within a group); the collective assessment
of group work, however, should be straightforward.
A free wiki engine that you can install
on your own server (same engine
running Wikipedia) >
61. Semantic Wikis
Kamel Boulos MN. Semantic Wikis: A
Comprehensible Introduction with
Examples from the Health Sciences.
JETWI - Journal of Emerging Technologies
in Web Intelligence. 2009 Aug; 1(1):94-96.
http://dx.doi.org/10.4304/jetwi.1.1.94-96
http://semantic-mediawiki.org/
62. Blogs
• A related Web information sharing technology is the ‘blog’. A
blog (WeBLOG) is a Web site that contains dated entries in
reverse chronological order (most recent first) about a
particular topic area.*
• Functioning as an online journal, blogs can be written by one
person or a single group of contributors.
• Entries contain commentary and links to other Web sites;
images and embedded videos (e.g., from YouTube), as well as
a search facility may also be included.
• Readers may post comments on blog entries (where allowed
by the blog owner).
* http://www.answers.com/topic/blog
65. Basic Blog Features
Each post to the blog is also a standalone Web page with a unique URL. This facilitates
linking to, and organising content within the same blog and from external sites.
On blogs where feeds are enabled by owner
Automatic feed
detection in
Internet Explorer
and Firefox.
66. Basic Blog Features: Easy Posting
Posting a clinical photo from your digital
camera directly to your blog after
optimisation and adding your comments
can also be made at the touch of a button
using, for example, the free Google Picasa
application.
This screenshot is from Google Blogger
https://www.blogger.com/. Another blog
engine, WordPress http://wordpress.org/, is
equally easy to use.
67. Blog Features: Posting Photos
http://picasa.google.com/
Also these days
mobile phones
with 2+
megapixel
cameras can
instantly post
good resolution
clinical photos
to photoblogs/
moblogs on the
Web.
69. Basic Blog Features: Labels and Readers’ Comments
Only on blogs where readers’ comments
are enabled by owner.
A blog owner can also choose to enable
comment moderation and to turn off
comment posting by Anonymous users.
Blog posts can be tagged and
categorised by labels or tags.
70. Blogs in Education
• Quoting http://weblogg-ed.com/why-weblogs/:
– Blogs are a personal writing space. Easy, sharable,
automatically archived.
– Blogs are easily linked and cross-linked to form learning
communities.
– Blogs can become digital portfolios of students’
assignments and achievements.
– Blogs are a novice’s Web authoring tool.
– Way to improve own writing.
http://technorati.com/
72. Blogs in Education
• For instructors/researchers:
– Networking and personal knowledge sharing.
– Reflective practice logbook (gathering and filing evidence from own
practice, plus reflections).
– Instructional tips, course announcements, annotated links and
readings for students.
– Posting research project updates.
• For students:
– Assignment submission and review (tutor can use the comments
function to comment on student work).
– Share course-related resources with fellow students and tutors.
– Reflective learning and writing journals.
– e-portfolios, e.g., for Keys Skills’ development, evidence-filing/
documentation and assessment.
– Posting student group project updates.
• Blogs can be run on university intranets/as a protected and
closed (access-controlled) environment, where necessary.
73. Wikis vs. blogs
• There are similarities and areas of overlap between wikis and blogs,
but, by design, wikis are more suited than blogs for
collaborative/group writing and editing, and also as content
management tools, while blogs could be thought of as two-way
conversations between an individual author (or team) and
his/her/their audience.
• Quoting Blogs and Wikis in Teaching at QUT –Update (5/5/2006)
http://snurb.info/index.php?q=node/472, “Both technologies can be
useful tools in different teaching contexts, and it is simply important
to make an informed choice as to which may be more appropriate for
any one case. The key difference between them is usually the
underlying organisation of information (temporal in blogs, spatial in
wikis), and the answer to which one should be used can often be
found right there already. So, blogs can be useful for ongoing
personal/group reflection, or for the incremental development of
skills/gathering of information/provision of feedback; wikis can be
useful for compiling information and ideas in an ad hoc form, with
informational structures emerging as information is being compiled.”
74. Wikis vs. blogs
• However, this suggested “spatial” Combining the concepts of
(hierarchical categorisation of content)/ both blogs and wikis, a bliki is
temporal differentiation between wikis and a blog with wiki support.
blogs might not be very accurate. For
example, wikis (and their discussion or ‘talk
pages’) have powerful date-and-time-
stamped versioning capabilities, with many
potential uses in a teaching and learning
context. Wikis also feature RSS/Atom-feed-
enabled special pages for ‘Recent changes’,
where changes/edits/posts to the wiki are
listed chronologically. And in wiki pages
powered by MediaWiki, editors can easily
request the system to add a date-time
stamp to whatever material they post (just
type: ~~~~).
• IBM wiki history flow is another (visual)
evidence for the temporal and evolving
nature/aspects of wikis.
http://www.research.ibm.com/history/
75. General Advantages, Disadvantages and
Remedies
• Two main big advantages: Ease of
use and availability of many Open
Source/free/low-cost software and
hosting options.
• Examples of the latter include
MediaWiki
http://www.mediawiki.org/wiki/MediaWiki
(Open Sourcethe same software package
that runs Wikipedia), Google Blogger
(free) http://www.blogger.com/start and
WordPress (free) http://wordpress.org/
76. Disadvantages
• Wikis and blogs are sometimes prone to vandalism
and, as a result, serious quality issues, because of
their free form nature and the (relative/potential)
lack of control over their content (though this can be
the very strength of wikis and blogs—see
http://meta.wikimedia.org/wiki/Darwikinism).
• In an open collaborative Web environment, anyone
can very easily post copyrighted material without
the permission of copyright holders, post otherwise
unsuitable or misleading content, edit existing
content in a way that reduces its quality/accuracy, or
even delete/blank a good wiki entry.
77. Wiki Vandalism
• There are two main types of vandalism—manual
and automated (see
http://www.orthodoxwiki.org/OrthodoxWiki:Vandalism).
The latter is carried out using vandalbots (see
http://meta.wikimedia.org/wiki/Vandalbot).
• A famous example of manual vandalism is the case
of Wikipedia’s false ‘biography’ of John Seigenthaler
Sr. (May 2005):
http://en.wikipedia.org/wiki/John_Seigenthaler_Sr._Wikipedia_biography_controversy
http://www.usatoday.com/news/opinion/editorials/2005-11-29-wikipedia-edit_x.htm
http://news.bbc.co.uk/2/hi/technology/4502846.stm
• Wikipedia:Counter-Vandalism Unit
http://en.wikipedia.org/wiki/Wikipedia:Counter-
Vandalism_Unit
http://en.wikipedia.org/wiki/Wikipedia:Cleaning_up_vandalism
78. Wikis and Plagiarism/Copyright Violation
See Wikipedia:Spotting
possible copyright violations
http://en.wikipedia.org/wiki/
Wikipedia:Spotting_possible_
copyright_violations
< Template:Copyvio
(http://en.wikipedia.org/wiki/
Template:Copyvio)
79. Quality Issues
Lack of vital article meta-
information
• All what one finds in wikis
are IP addresses and
nicknames.
• The lack of clear and
complete authorship/
editorship information
attached to each wiki
entry, including
authors’/editors’
affiliations and
credentials, is a very
serious quality issue
encountered in most wiki-
based encyclopaedias
these days.
80. As at 29 May 2010
Links on this slide:
• http://www.theregister.co.uk/2005/10/18/wikipedia_quality_problem/
• http://wikimediafoundation.org/wiki/Press_releases/May_2010_Wikimedia_Foundation_will
_engage_academic_experts_and_students_to_improve_public_policy_information
• http://en.wikipedia.org/wiki/Wikipedia:Featured_articles
• http://en.wikipedia.org/wiki/Wikipedia:Good_Articles
81. Giles J. Internet encyclopaedias go head to head.
Nature. 2005 Dec 15;438(7070):900-1.
82. Clauson KA, Polen HH, Kamel
Boulos MN, Dzenowagis JH.
Scope, completeness, and
accuracy of drug information
in Wikipedia. Ann
Pharmacother. 2008
Dec;42(12):1814-21.
No factual errors were
found in our sample of
drug information entries
from Wikipedia, BUT
Wikipedia has a more
narrow scope, is less
complete, and has more
errors of omission than
the comparator database
(Medscape). Wikipedia
may be a useful point of
engagement for
consumers, but is not
authoritative and should
only be a supplemental
source of drug
information.
84. Remedies: Monitoring and Moderation of
Open Wikis and Blogs
• Options include:
– Monitoring and moderating posts, and deleting/reverting
(rollback) edits as necessary;
– Protecting (rendering ‘read-only’) key/stable content (there
are actually multiple types and levels of protection that can
be applied—see http://en.wikipedia.org/wiki/Wikipedia:Protection_policy
for full details);
– Controlling who can post; and
– Blocking specific (problematic) users/IP addresses.
• Wiki and blog software packages have built-in
Administrator’s functionalities to support these tasks.
• Can become very time-consuming/human resource
intensive.
85. Remedies: ‘Closed Environment’ Scenario
• Enforce, check, and limit wiki and blog registration and editing
privileges to select, well-defined, and verifiable special interest
groups or communities of users.
• Posting/editing articles on these wikis and blogs will thus be limited
to select, well-known and trustworthy people.
• Everyone else would still be able to access/read the wiki or blog
and, if required, also post limited (moderated) comments (to build a
community).
(Read-only access and posting limited moderated comments/discussion topics
can also be blocked by the Administrator, if deemed necessary.)
• Once a trustworthy expert is identified among external readers
(based on the quality of his/her posted comments and further
private communication with them), they can also be granted
posting/editing privileges (and in this way the (closed) pool of
editors will keep growing).
86. “A wiki on gene
function, which
utilises the collective
brain power of
biologists around
the world, would be
an invaluable tool
for biological
sciences.”
Wang K. Gene-function wiki would let biologists pool worldwide
resources. Nature. 2006 Feb 2;439(7076):534.
http://www.nature.com/nature/journal/v439/n7076/full/439534a.html
89. How-to
A 2009 study based on >11 million
users revealed that 10% of Twitter
users contribute 86% of all activity!
http://www.sysomos.com/insidetwitter/
This slide and the next one have been adapted with modifications from: http://www.slideshare.net/hopkinsdavid/twitter-in-education
90. Uses
‘Real life’ happens between blogs and e-mails (small
events or pieces of information/updates that do not
warrant writing a full blog post or sending an e-mail
about them). http://www.youtube.com/watch?v=ddO9idmax0o
Research:
mining
Twitter
aggregates.
94. Podcasts and m-Learning (Mobile Learning)
• Podcasting’s essence is about creating content
(audio or video—vodcasts) for an audience
that wants to listen when they want, where
they want, and how they want.
• Origin of the term:*
– The term ‘podcasting’ was first mentioned by Ben
Hammersley in The Guardian newspaper in a
February 2004 article, (although the article did not
detail the use of the RSS protocol or automatic
synchronisation, which are central to podcasting).
– It is a portmanteau of the words ‘pod’, derived from
iPod, a brand of portable media player produced by
Apple, and ‘broadcasting’.
– The name may be misleading, as it has never been
necessary to have an iPod, or, indeed, any other form
of portable media player, to use podcasts; the
content can be accessed using any computer that can __________
* Source:
play media files. http://en.wikipedia.org/w/index.php?title=Podcast
– Use of the term ‘podcast’ predates the addition of &oldid=363668311
native support for podcasting to the iPod or to
Apple’s iTunes software.
95. Podcasts and m-Learning (Mobile Learning)
• Advantages:
– Listen on your computer or download to portable
MP3/MP4 players and listen on the move/anywhere,
e.g., while commuting to work (perfect for the busy
health professional and mature, part-time students).
• But audio and video files can be large in size; users must have
sufficient bandwidth to download them, especially over mobile
Internet connections.
– Support for auditory learners (it is claimed that the
primary learning style in at least 30% of
learners is auditory).
A Nokia N76 Mobile Phone with Built-in MP3/MP4 Player (2007)
96. Source: Meng P. Podcasting and Vodcasting: A White Paper. University of Missouri, 2005
http://web.archive.org/web/20051130023111/http://edmarketing.apple.com/adcinstitute/wp-content/Missouri_Podcasting_White_Paper.pdf
The above ‘white paper’ by Peter Meng of the University of Missouri contains excellent How
to Podcast and How to VODcast sections. Meng also describes many educational applications
of podcasting and vodcasting, including:
Recordings of lectures for those students unable to attend the lecture in person;
Audio recordings of textbook text by chapter, would allow students to “read” or review texts while walking or
driving to class (significant aid to auditory learners); and
Downloadable libraries of high resolution heart and respiratory sounds for medical students.
97. Health/Medical Podcast Examples
ASCRS (American Society of Cataract
and Refractive Surgery) ophthalmology
CME programmes via podcast.
Users can subscribe to the RSS feed
to automatically receive updates.
They can use Windows Media Player
to listen to the MP3 files.
102. You don’t need a dedicated
‘podcatcher program’ if you
are running a recent version
of any of the popular Web
browsers these days, e.g.,
Internet Explorer 7/8 or
Firefox 3.5/3.6 or later.
Podcasts use RSS, which is
now natively supported
by/built into these browsers,
among others.
105. Health/Medical Podcast Examples
Podcasts are
already
being used
in medical
school
curricula.
http://webweekly.hms.harvard.edu/archive/2006/0130/student_scene.html
107. Pedagogical Podcasting or Podagogy
Excerpts from:
http://web.archive.org/web/20070222005153/http://engage.doit.wisc.edu/podcasting/teachAndLearn/
• Avoid overly complex and dense content material that
includes lots of facts and figures—this is because most
students listen to podcasts as they perform other tasks,
e.g., riding a bus, driving, exercising, walking to class, etc.
In most cases they won’t be taking notes as they listen.
• Recordings of classroom lectures (unmodified) may not
be the best use of podcasting—only use lectures as
podcasts when you have a strong
pedagogical rationale for doing so.
• Narrow the focus of a podcast.
108. Requirements for Successful Podcasts
in Education
Excerpts from:
http://web.archive.org/web/20070322004807/http://www.xplanazine.com/
xplanaradio/archives/2005/07/pedagogy_for_po.html
• Appropriate length.
• Informal tone and high energy—to make students feel that they are
part of something rather than merely the recipients of a boring
presentation.
• Context and review—educational podcasts should always begin with
a clear context for the information being presented, and end with a
review of the most important things to remember.
• Options for different learning style preferences—effective podcasts
should offer optional transcripts and/or images (or video) to address
different learning styles as well as accessibility issues. Podcasts
accessed on the Web can make use of all these media types.
• Flexible/multiple delivery options—to accommodate different
students’ preferences for subscribing and downloading.
109. MIT Channel on YouTube
http://www.youtube.com/user/MIT
YouTube “Alts”:
http://www.dailymotion.com/
http://www.vimeo.com/
among others.
110.
111.
112. US National Library of Medicine Presentations
Channel on SlideShare
http://www.slideshare.net/NLM_SIS
Related:
http://www.scribd.com/
113. Full control over the distribution of
your presentations (who can
access them and how they can
access them).
You can also embed YouTube
videos in SlideShare presentations.
115. What’s Next?
• Careful thinking is needed in order to find the best ways
to use these social and collaborative tools to boost our
productivity, foster better communities of learning an
practice, and support our continuing professional
development (CPD).
• Stakeholders’/prospective users’ representatives
(healthcare professionals and students) must be
adequately involved in this process.
• The key to successful use of Networked Social Media in
learning, teaching and research is to identify the unique
affordances/‘raison(s) d’être’ of each of the different
tools/tool classes on offer, what each option can do
better or best, and what it cannot do at all or well.
116. Capitalise on the Unique Affordances /
Affordances Profile of Each Tool
• Comparing the different Social Web tool classes can
be tricky, and some might consider it like comparing apples
with oranges. The affordances (profile) of each medium are
different; each option or modality will usually have its own
advantages and disadvantages vis-à-vis a given use scenario,
and tool options are also not necessarily always mutually
exclusive or a substitute for one another, but could rather be
very complementary and synergistic in many ways. Moreover,
people have different tastes/preferences and the audiences of
various modalities can be overlapping.
• We need to especially identify and focus/capitalise on what a
given tool or modality is best at–those (useful) things/scenarios
that can only be effectively carried out using that tool option
and not via any other ‘e’ medium (as effectively), and also
determine the optimal formulae for blended approaches that
combine various Social Web tools and modalities.
122. Agenda
• What are 3-D Virtual Worlds?
• Possible uses.
• Application example.
• A quick demo of Second Life®.
• Some emerging trends.
• Resources and further reading.
123. << Real Maged, Great Wall
of China, Beijing, October
2009 (while participating at
an ISPRS conference in China)
>>
Maged’s Alt/Avatar (MB
Chevalier) visiting the
Great Wall of China in
Second Life®, November
2009
(http://secondlife.com/)
124. What Are Virtual Worlds?
• Three-dimensional (3-D) virtual worlds like Second Life®
http://secondlife.com/ and Twinity http://twinity.com/ can be
considered as 3-D social networks, where people can
collaboratively create and edit objects in the virtual world
(think of it as a ‘3-D wiki’), besides meeting each other and
interacting with existing objects.
• Video (9m 44s)
125. A Flexible 3-D Wiki
• User-created 3-D objects in virtual worlds are not just
static replicas of familiar real-life artefacts.
• These objects can be programmed (scripted) to do
more “intelligent” things, e.g., move, react to different
events, etc.
• The objects can also interact with, and respond
realistically to, their environment, e.g., collisions, force
of gravity, etc. (‘physics’).
• Multi-user editing in real time and object persistence
across sessions.
126. Astonishingly Real!
Real Hope in a Virtual World
(Washington Post – 6 October 2007):
“Because the full-colour,
multifaceted nature of the
experience offers so much
more ‘emotional bandwidth’
than traditional Web sites,
e-mail lists and discussion
groups, users say the
experience can feel
astonishingly real.”
127. The Co-presence Power of a 3-D
Virtual World
See presentation by MN
Kamel Boulos entitled
‘Why visualize RL data in
SL? (or the co-presence
power of a 3-D virtual
world)’. Presented at the
‘Visualizing Real Data in a
Virtual World’ panel
organized by Linden Lab,
2 July 2008, Second Life -
http://healthcybermap.org/MNKB--
Why_visualize_RL_data_in_SL.zip
(July 2008 - two zipped PDFs - 881 KB)
128. Why 3-D for Collaboration? (Sun Microsystems)
“One question we are frequently asked is why use 3-D for a
collaboration environment? While it might be possible to build a 2-D
tool with functionality similar to MPK20 (Sun’s Virtual Workplace), the
spatial layout of the 3-D world coupled with the immersive audio
provides strong cognitive cues that enhance collaboration. For
example, the juxtaposition of avatars in the world coupled with the
volume and location of the voices allows people to intuit who they
can talk to at any given time. The 3-D space provides a natural way to
organize multiple, simultaneous conversations. Likewise, the
arrangement of the objects within the space provides conversational
context. If other avatars are gathering near the entrance to a virtual
conference room, it is a good guess that they are about to attend a
meeting in that space. It is then natural to talk to those people about
the content or timing of the meeting, just as you would if attending a
physical meeting. In terms of data sharing, looking at objects
together is a natural activity. With the 3-D spatial cues, each person
can get an immediate sense of what the other collaborators can and
cannot see.” http://labs.oracle.com/projects/mc/mpk20.html
129. Possible Uses
• The ‘Second Life in Education’ wiki
(http://wiki.jokaydia.com/page/Edu_SL) lists dozens of
educational and other uses of 3-D virtual worlds,
including:
1. Distance and flexible education
2. Presentations, panels and discussions
3. Training and skills (e.g., clinical and social
skills) development
4. Self-paced tutorials
130. Possible Uses
5. Displays and exhibits
6. Immersive exhibits
7. Roleplays and simulations
8. Data visualisations and simulations
9. Libraries, art galleries and museums
10. Multimedia and games design
11.Machinima (video clips produced entirely in
the virtual world)
131. An interactive genetics lab/museum and learning area,
The Gene Pool, in Second Life®:
http://slurl.com/secondlife/Genome/127/129/49
132. Possible Uses
12. Treasure hunts and quests
13. Virtual tourism, cultural immersion and
cultural exchange
14. Language teaching and practice, and
language immersion
15. Awareness/consciousness raising and even
fund raising (e.g., the American Cancer
Society in Second Life®)
16. Support and opportunities for people with
disabilities (stroke, autism, etc.)
133. Possible Uses
17. Business, commerce, financial practice and
modelling
18. Real estate practice (visit accurate property
replicas in the virtual world)
19. Product design, prototyping, user-testing
and market research
20. And much more…
Modelling healthcare logistics in virtual worlds
(University of Arkansas) - http://vw.ddns.uark.edu/
135. A Quick Live Demo of Second Life®
http://maps.secondlife.com/secondlife/HealthLands/94/169/26
136. Some Emerging Trends
• Virtual worlds and virtual globes (mirror worlds) such as
Google Earth™ will merge, opening up many new
possibilities and applications.
“You’ll be walking around in downtown London and be able to see
the shops, the stores, see what the traffic is like. Walk in a shop and
navigate the merchandise. Not in the flat, 2D interface that we
have on the Web today, but in a virtual (but real) walkthrough.”
–Microsoft’s Bill Gates, October 2005
It is noteworthy that Twinity uses COLLADA (COLLAborative Design
Activity - an interchange file format and standard for interactive 3-D
applications, also supported in Google Earth) as its 3-D model and
animation format, enabling 3-D content developers to easily re-use
COLLADA models created in popular 3-D modelling tools such as
Google SketchUp.
For an example application combining virtual worlds and virtual globes, see: Kamel Boulos MN.
Novel emergency/public health situation rooms and more using 4-D GIS. Presented at:
ISPRS WG IV/4 International Workshop on Virtual Changing Globe for Visualisation & Analysis
(VCGVA2009), Wuhan University, Wuhan, Hubei, China, 27–28 October, 2009 (Published in ISPRS
Archives, vol. XXXVIII ISSN No: 1682-1777 PART 4/W10).
http://www.isprs.org/proceedings/XXXVIII/4-10/papers/VCGVA2009_03608_Boulos.pdf
137. Some Emerging Trends
• Natural User Interfaces and more natural forms
of human-computer interaction and 3-D
navigation will replace the conventional mouse
and keyboard, e.g., multi-touch interfaces; using
face/voice recognition and motion sensors to allow
users to interact in 3-D virtual spaces; ubiquitous/
multi-device support; augmented reality; etc.
http://www.pranavmistry.com/projects/sixthsense/
http://www.xbox.com/en-US/live/projectnatal/
<< It is now possible to stream a 3-D
virtual world to a suitable mobile phone
Multi-touch/multi-user/hand interface >>
138. Games, virtual worlds on cellphones and TV
See http://blog.onlive.com/2010/05/13/onlive-coming-to-europe/
139. Some Emerging Trends
• Perfect realism and immersiveness.
• 3-D worlds standards for the Web/3-D Internet (e.g., ISO
MPEG-V http://mpeg.chiariglione.org/working_documents.htm#MPEG-V) and
seamless integration with flat Web content and browsers.
Image credit: Medusa Stereoscopic 3D Demo by NVIDIA®
140. Some Emerging Trends
• True 3-D/True stereoscopic vision (S3D) using readily
available technologies such as NVIDIA 3D Vision for
more realistic 3-D visualisation, with a better sense of
3-D depth and object relief.
• Glasses-free solutions, including
options for mobile device
displays such as the iPhone,
are already available today
(see:
Kamel Boulos MN, Robinson LR.
Web GIS in practice VII:
stereoscopic 3-D solutions
for online maps and virtual globes.
Int J Health Geogr. 2009; 8:59. URL:
http://www.ij-healthgeographics.com/content/pdf/1476-072X-8-59.pdf).
Sanyo S3D-ready Ultra Short-focus Projector for
Educational and Entertainment Usages >
< Asus G51J notebook with 120Hz LCD panel supporting NVIDIA 3D Vision
141. A low-quality (red/cyan anaglyph) S3D scene from the virtual world Twinity http://www.twinity.com/
S3D is the next ‘big thing’ after 1080p HD.
144. Kamel Boulos MN, Anastasiou A. A Complete Ambient Assisted Living eXperiment (CAALYX) in Second Life® .
In Proceedings of MedNet2008 - The 13th World Congress on the Internet in Medicine, 15-18 October 2008, St.
Petersburg State I.P. Pavlov Medical University, Saint Petersburg, Russia (pp.4-5) -
http://healthcybermap.org/CAALYXinSL/
Kamel Boulos MN, Burden D: Web GIS in practice V:
3-D interactive and real-time mapping in Second
Life. Int J Health Geogr 2007, 6:51.
< Google Maps in Second Life®
145. Related Online Presentations
3-D real-virtual worlds
for health and healthcare
(MN Kamel Boulos -
September 2008 - 57 slides
on SlideShare:
http://www.slideshare.net/sl.
medic/3d-realvirtual-worlds-
for-health-and-healthcare/)
147. Research Example: UOP Sexual
Health SIM in Second Life®
(2007-2009)
Covers the Use of Virtual Patients
and of Social Media Marketing and
Captology Techniques in Virtual
Worlds
148. UOP Sexual Health SIM in Second Life®
(2007-2009)
• Designed to provide education about sexually transmitted
infections (STIs), prevention of unintended
pregnancy, and promotion of equalitarian
sexual relationships, the University of
Plymouth Sexual Health SIM in Second Life®
provided a wide variety of educational experiences, including
opportunities to test knowledge of sexual health through
quizzes and games, Web resources integrated within the
virtual context, and live in-world seminars on sexual health
topics.
See: Kamel Boulos MN, Toth-Cohen S. The University of Plymouth Sexual Health
SIM experience in Second Life®: evaluation and reflections after one year. Health
Information and Libraries Journal. 2009; 26(4): 279-288.
http://dx.doi.org/10.1111/j.1471-1842.2008.00831.x
149. UOP Sexual Health SIM in Second Life®
(2007-2009)
• Made possible thanks to a generous land grant
provided to us by Education UK.
150. 3-D Scripted Objects
• The UOP Sexual Health SIM in Second Life®
(http://healthcybermap.org/slsexualhealth/)
provided its sexual health education in a
relaxing, playful setting alongside the (virtual) ocean, with giant
flowers and soaring butterflies.
• Visitors to the SIM were offered a wide range of 3-D scripted
objects and games to explore and interact with, including a virtual
condom-dispensing machine offering free (virtual) male condoms
and practical information. They could also chat with the resident
pseudo-intelligent chatterbot, ‘Alice’, to find
out simple facts about contraception and STIs.
• An interactive kiosk provided an atlas
illustrating STIs and ways to prevent them,
and enabled visitors to listen to associated
voice narration or access related Web media
such as a PowerPoint quiz game or Web page.
151. 3-D Scripted Objects
• An interactive 3-D Earth globe offered
access to current STIs / HIV / AIDS
statistics and information from 53
European region countries. Visitors
could also access a selection of premier international Web-
based and in-world resources from leading organisations.
• Media formats included streaming video/audio, podcasts, in-
world custom search engines retrieving quality sexual health
results from the UK Intute database (http://www.intute.ac.uk/)
and Healia (http://www.healia.com/), and a newsstand that
refreshes every 10 minutes to display the top two sexual health
headlines on Yahoo! News.
• There was even an ‘AIDS-related Kaposi Sarcoma
Experience’ clothing dispenser (see next slides).
• The SIM also afforded opportunities to test knowledge of
sexual health by participating in quiz games and other fun
experiences.
152. Snapshots of the ‘Big Quiz Game’
obelisk at the UOP Sexual Health SIM in
Second Life. This is an interactive
graphical ‘Contraception and STIs’ quiz
with a prize to win if the player’s answer
is correct (the prize is delivered to the
player’s inventory in-world).
The goal of our SIM is to help young
adults make well informed choices of
their own. We provide strong messages
and education about sexually
transmitted infections and the dangers
of unprotected sex. Our in-world objects
provide information about both
condoms and abstinence, so our
presentation is not biased towards one
camp or the other, nor imposing any
particular direction/method on our
visitors.
154. UOP Sexual Health SIM in Second Life®
(2007-2009)
• The SIM also fostered the development of a vibrant virtual
community around it.
• Our 2007/2008 in-world voice-enabled seminars covered the topics
of domestic violence; STIs, contraception and family planning; female
sexuality; sexual purity and healthy relationships from a Christian
Orthodox perspective; and ‘sex and disability’.
• A mini-evaluation of the project was conducted
in 2007/2008. Primary methods of evaluation
consisted of an in-world survey using a special,
scripted questionnaire administration object in
Second Life® and traffic statistics on the virtual
programme.
• Questionnaire evaluation results (n=135 unique avatars) indicated
that the Sexual Health SIM was positively viewed by its audience.
• The SIM received more than 4000 unique visitors between July 2007
and July 2008. Repeat visitors figures for the same period are much
higher.
155. Community In-world seminars
Sexual Health SIM Group in-world
Avatars attending a seminar at the
University of Plymouth Sexual Health
SIM in Second Life®
156. < In-world UOP Sexual Health
SIM Group (free to join)
Video
2:02 min.
157. Our AIDS-related Kaposi Sarcoma
Experience
• We developed an ‘AIDS-related Kaposi Sarcoma Experience’ skin
as part of our ‘UOP Sexual Health SIM’ project in Second Life®,
where users, through their avatars, are able to see and
experience how Kaposi sarcoma looks and feels to AIDS patients.
< Wear a special avatar clothing
layer to see and experience on
your own avatar how Kaposi
Sarcoma looks/feels to AIDS
patients. This example was created
by SL user:Bailey Yifu using Adobe
Photoshop and similar tools, and
then made freely available for
visiting avatars to get copies of it
via a scripted dispenser object at
the UOP Sexual Health SIM. (Once
the user receives a copy in their
Inventory, all they need to do is to
right-click the item and select ‘Wear’.)
158. Virtual Dermatology Patients
• The same principle can be expanded, refined and used to role-
play patients with various skin conditions and presentations at
different stages of a disease to show how progress, worsening or
healing might appear.
• Such ‘virtual patients’, controlled by real humans at their PCs, can
also be used to train clinicians—especially about rare conditions—
and for teaching undergraduate students.
• This virtual clinical experience provides trainees and clinicians
with the opportunity to ask virtual patients questions about their
disease history, to obtain intelligent answers from the patients in
real time by using voice or text or both, to conduct clinical
examinations, ask for further tests or investigations, receive
feedback, and access additional sensorial inputs such as
streaming audio, video, photographs and text, as well as
links to Web pages and other resources.
159. Virtual Dermatology Patients
• This can help to show the progress of a treatment; depending
on a trainee’s questions and prescriptions, the person role-
playing the patient can switch to the appropriate skin, so that
the trainee doctor is able to see the effect of his or her
diagnosis and treatment.
Described in: Huang ST, Kamel Boulos MN, Dellavalle RP. Scientific
Discourse 2.0. Will Your Next Poster Session Be in Second Life®? EMBO
Reports. 2008;9(6):496–499. Available at:
http://www.nature.com/embor/journal/v9/n6/pdf/embor200886.pdf
160. Using Social Media Marketing and
Captology Techniques
• Unlike when dealing with formal students who are usually pre-
motivated (at least to some extent, as evidenced by the fact
they are enrolled in a formal programme of study and are
usually willing to complete their course/achieve a pass mark or
better), this was not necessarily always the case with our
Sexual Health SIM audience (the general public).
• Our task was much more difficult: we wanted people not just
acquire some new knowledge, but also change their attitudes
and ultimately their real-life behaviour (with no relapse),
where applicable. The latter is particularly difficult to achieve
(and to measure); for example, it is easy to tell people about
the dangers of smoking (every pack of cigarettes has a
‘smoking kills’ label these days), but it is much more difficult to
make someone quit smoking (and not revert back again to
their smoking habit after some time).
161. Using Social Media Marketing and
Captology Techniques
“Captology is the study of computers as
persuasive technologies. This includes the
design, research, and analysis of
interactive computing products created
for the purpose of changing people's
attitudes or behaviours.
“As the graphic shows, captology
describes the area where computing
technology and persuasion overlap.
“This area continues to grow quickly. Each
week more computing products, including
websites, are designed to change what
people think and do.”
Quoted from: http://captology.stanford.edu/
http://www.ivyworldwide.com/
162. Using Social Media Marketing and
Captology Techniques
• To help us address this educational challenge, the UOP Sexual
Health SIM experience team employed principles of captology
(http://captology.stanford.edu/) and marketing/advertising
psychology in designing many of the SIM’s objects, e.g., the
Kaposi Sarcoma skin and our virtual condoms dispenser.
• Some commentators criticised our approach in develop-
ing the latter by arguing that one cannot use a Second
Life® virtual condom in real-life sex. In answering them, we
brought the examples of the various radio receivers that are used
by the Coca-Cola Company in marketing their carbonated soft
drinks and come in the forms of a Coke can, bottle or cup
(http://www.google.com/images?hl=en&q=coca-cola%20radios). One
cannot drink from such radio cans, bottles and cups, but it is the
message that matters in both our virtual condoms and the Coca-
Cola radio cases (‘remember to use a condom’; ‘drink Coca-Cola’)!
164. Conclusions
• Second Life® (as a popular example of virtual worlds
today) is a unique 3-D social networking experience. It
allows people from all over the world to meet, share
objects and collaborate in many novel ways, using a
comprehensive and well-integrated suite of
asynchronous and synchronous, multimodal
communication tools.
• Second Life can also be seen as a vast collaborative 3-
D “wiki” and an immersive audio-visual spatial multi-
user experience that people can experiment with, edit
(subject to permissions), and see the changes
together in real time (user-generated content)!
165. Conclusions
• 3-D virtual worlds are rapidly getting more and more
accessible and user friendly (even for people with
cognitive and/or physical disabilities). They are here to
stay, mature, and eventually become one with, and more
tightly and seamlessly integrated into, the flat (2-D) Web
and the ‘real world’/our daily lives over the coming
months and years (forming the 3-D Internet).
168. Research Example:
Novel Emergency/Public Health Situation
Rooms (and more) Using 4-D GIS
Maged N Kamel Boulos, PhD, SMIEEE
mnkboulos@ieee.org
First Presented at:
169. The Current Situation
• Conventional situation rooms are routinely used to
oversee public health emergencies and disaster
management operations in real time.
• Nowadays, large amounts of emergency data are
increasingly coming from a wide range of sources in
real or near-real time and need to be cross-linked
and visualized where they spatially belong on maps
of the affected regions.
• Also, emergencies are usually managed by multi-
professional teams who, not uncommonly, are
distributed in multiple geographic locations.
170. The Current Situation
• Because of these reasons, we have started to see
physical situation rooms gradually being replaced (or
combined) with virtual situation rooms that use
online collaborative (and mostly 2-D –two-
dimensional) platforms such as Depiction
(http://www.depiction.com/), in addition to
conventional Web conferencing.
• These platforms, although usable and helpful, leave
much to be desired, as they are lacking the ‘third
dimension’, which is needed to create a proper
perception of the emergency space, as well as a
sense of co-presence of other virtual team
members.
171. Current flat Web collaboration tools
Like Depiction, Google Wave and
Microsoft Vine can be Used in virtual
public health emergency situation
room applications, but leave much to
be desired!
172. The Proposed Solution
• To overcome this limitation, we are proposing the
development of novel emergency and public health
virtual situation rooms in a suitable 3-D (three-
dimensional) virtual world (sometimes also called ‘3-
D serious gaming platform’), where avatars of
experts and professionals can collaborate together
and discuss incident data in real time in a simulated
3-D space representing the physical location where
the emergency/public health incident of interest is
unfolding and reflecting all changes taking place
there (again in real time).
173. The Proposed Solution
• The real-time link between the virtual world and the
physical world incident would be two-way and
multimodal involving geo-tagged physical/
environmental sensor data feeds, citizen-contributed
data (as found in Microsoft Vine and ‘Who Is Sick’
http://www.whoissick.org/), data gleaned via
automatic analysis of Social Web content (cf. Google
Flu Trends http://www.google.org/flutrends/), textual and
3-D spatialized audio/voice exchanges between virtual
team members, video feeds, 3-D simulations and
animations, various Web mashups, and shared
desktop applications, among other possibilities.
174. Emergency/Public Health Situation Rooms
(and more) Using 4-D GIS
• 4-D GIS = 3-D Geographic Information Systems, plus the
temporal/real-time dimension (= 4-D)—serve very well
the classic Person-Place-Time Triad.
• A collaborative and interactive platform that marries
virtual globes (such as Google Earth™) and 3-D virtual
worlds (such as Second Life®/OpenSim), and
complements/ tightly integrates them with other key
technologies, e.g., real-time, geo-tagged RSS feeds
(including data feeds from physical sensors) and geo-
mashups (using Web services like Yahoo! Pipes), etc.
176. Emergency/Public Health Situation Rooms
(and more) Using 4-D GIS
• The platform weaves data and services in real-time from
different sources into a new rich ‘datascape’ that better
reflects the current situation (the ‘big picture’) in novel
ways that are easier to understand and manage (‘infoglut’
management).
• The platform is secure, enabling multiple distributed
persons to “see” each other, visualise relevant data
together in unique ways, conduct 3-D simulation scenarios/
‘what-if’ scenarios, and collaborate in real-time, each
according to their assigned role and access privileges.
• Much suited for emergency and disaster management in
real-time, e.g., managing an influenza pandemic and
coordinating actions at global, regional and local levels.
177. Other Platform Highlights
• Modular: The platform will offer a reusable toolbox of
programmable objects that can be easily (re)used in various
scenarios.
• Mobile: it is now possible to stream a 3-D virtual world to a
suitable mobile phone or other Internet-enabled, small form
factor mobile devices, making this vision end-user device and
platform-independent and thus
suitable for those members of
the emergency operations team
who are on the move.
• True stereoscopic vision can be added
using readily available technologies.
Stereoscopic 3-D virtual globes with more natural
multitouch navigation are already available today (described
in: Kamel Boulos and Robinson, 2009).
178. Further Reading
• Kamel Boulos MN, Scotch M, Cheung K-H, Burden D. Web GIS in practice VI: a
demo “playlist” of geo-mashups for public health neogeographers. Int J Health
Geogr. 2008; 7:38.
• Kamel Boulos MN, Burden D. Web GIS in practice V: 3-D interactive and real-time
mapping in Second Life. Int J Health Geogr. 2007; 6:51.
• Kamel Boulos MN, Robinson LR. Web GIS in practice VII: stereoscopic 3-D
solutions for online maps and virtual globes. Int J Health Geogr. 2009; 8:59.
• Welch GF, et al. 3D Medical Collaboration Technology to Enhance Emergency
Healthcare. J Biomed Discov Collab. 2009 Apr 19;4:4.
180. Small Group Activity (60 min. + 30 min.)
• Discuss together in 2 to 4 breakout groups (5-7 persons per
group – 60 min.) your views and proposals concerning possible
and potential applications of NSM in health and healthcare
(education and research), informed by and building on the
affordances of these tools and environments that you have just
been introduced to in this workshop.
• Focus on those applications and projects that you would like to
explore in your own, specific context (in the courses you teach
and your research).
• Share any NSM experiences in education and/or research that
you are currently or have been involved in.
• Groups reporting back/final wrapping up notes (30 minutes):
Report back at least two example applications per group.
182. Thank You
“The scholar must be a solitary, modest and charitable soul. He must embrace solitude as a
bride...that he may become acquainted with his thoughts.”
—Ralph Waldo Emerson (1803-82) - Author, poet and philosopher