SMILE (Stanford Mobile Inquiry-based Learning Environment) - Medical education
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SMILE (Stanford Mobile Inquiry-based Learning Environment) - Medical education
- 1. Stanford Mobile Inquiry-Based Learning Environment (SMILE) in Medical Education
- 2. • SMILE is an assessment/inquiry maker which allows students to quickly create own inquiries or homework items based on their own learning.
- 3. Sciatica Priformis syndrome Chagas disease HIV Tuberculosis H1N1 HEALTH & MEDICAL EDUCATION
- 14. Global Knowledge sharing and learning through SMILE
- 15. • Inquiries drive knowledge generation • More knowledge leads to newer/more useful inquiries Taxonomic classification leads the evolution of perspectives and inquiries
- 16. Have you tried to make a question in your life? What’s involved? First, decide a domain or topic. You have to know “some” stuff about it before you can make questions. For example, if you are making a question regarding antibiotics, you will come up with something like this: Which of the following is not antibiotic? • Bacitracin • Acyclovir • Neomycin • Chloramphenicol
- 17. What do you do as a student? Obviously, this will require memorizing a list of antibiotics and antivirals. So you can see which one belongs to which classification or not. This type of questions triggers a simple recall.
- 18. What is a good question?
- 19. Lower Order Question • Which one of following lists the pathogens in the correct order of sizes from the smallest to the largest?
- 20. More cognitively demanding inquiry • Which of following disease would be least likely associated with a result of an infectious pathogen?
- 21. Another example that requires little more than a simple recall, and thus more cognitively demanding inquiry would be: How do you most efficiently distinguish the species of staphylococcus genus from the species of streptococcus genus?
- 22. This type of inquiry requires not only understanding different classifications at the factual level, but also deep understanding of subspecies along with numerous similarities and differences that may exist at more complex levels (e.g., visual, cellular, enzyme, etc.). staphylē, "bunch of grapes" streptos - “grow in chains mostly harmless or pairs” S. Aureus causes Staph infections and S. Thermophilus is used to make yogurt. create toxins. T. S. pneumoniae causes pneumonia
- 23. Evaluate Questions • Challengability • Creativity • Importance • Relevance • media effectiveness • Multi-conceptuality • Clarity • Reflectorbility
- 24. Challengability . No simple recall! No memorization!
- 25. Creativity • Unexpected, innovative, out of normal boundary of thinking.
- 26. Importance • Knowing the answer to this question is important for me to succeed in my major and this course.
- 27. Relevance This question is related to the course objectives and the overall intention of the subject.
- 28. media effectiveness The author used more than text to create the questions and the media object embedded is well selected and used to enhance the question's overall quality.(If no media, give lowest score)
- 29. Multi-conceptuality In order to answer the question, I must know more than one concept, principle, attribute, or area of topic.
- 30. Clarity Clarity - the question is written clearly so I can understand what it is asking whether I know the answer or not. .
- 31. Reflectorbility This question makes me think deeply. Makes me think various possibilities, cases, in multiple levels.
- 32. Session1- Today’s topic HIV
- 34. Let’s • Group together! 1 4 2 5 3 6
- 35. Log in • User name: group1@medric.com • Password: medric1
- 36. Group 4,5,6 1. Discuss about the question 2. Create inquiry (stem) 3. Add relevant media 4. Add options; a correct answer (the key) and 3 incorrect answers (distractor) 5. Post
- 37. Group 1,2,3 1. Discuss about the question 2. Create inquiry (stem) 3. Add relevant media 4. Pass your device to the other group 4 5 6
- 38. Group 1,2,3 5. Add options; a correct answer (the key) and 3 incorrect answers (distractor) 6. Post
- 40. Select the HIV category Select CNBU- Medical Select the HIV Exam Select Smile informatics category Community
- 42. Create inquiry and options
- 43. Preview your question and submit
- 44. Evaluation time!
- 45. Evaluate Questions based on: • Challengability • Creativity • Importance • Relevance • media effectiveness • Multi-conceptuality • Clarity • Reflectorbility
- 46. Evaluation time! • Fill out the form and rate questions Individually and in group. Group Group Final Average Remarks Rating Rating Challengability- 1 2 1 4 2 3 Creativity - 2 2 3 4 2.75 3 Importance - Relevance- media effectiveness- Multi-conceptuality- Clarity - Reflectorbility- Others, Please specify Others, Please specify Overall Rating
- 47. Submit your rating and post
- 48. Questions
- 49. Group5
- 51. Group2
- 52. Panel of Experts Barcelo University- Argentina
- 54. Winners
- 56. Thank You Paul Kim- phkim@stanford.edu Arafeh Karimi- arafeh.karimi@gmail.com
Editor's Notes
- I don’t know what you had to do help memorize the names better, but if they moved from short-term to long-term memory somehow. Perhaps, some imageries, or some special properties or characteristics of each drug or the sound of the syllables or similar sounding words or whatever that helped to anchor each name to be in your own memory box in your brain. Some type of unique schema structure that is very personal to your brain memory structure would do it. As long as you are not drinking heavily or under extreme stress or other physiological abnormality or disorder in your brain, or you fall in at an end of neurodiversity spectrum, these things should come out easily as long as you frequently access them.
- Questions have higher order cognitive level.Remembering: Retrieving, recalling, or recognizing Understanding: constructing meaning from different types of functionsApplying: Carrying out or using a procedure through executing, or implementing.Analyzing: Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purposeEvaluating: Making judgments based on criteria and standards through checking and critiquingCreating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing