Presentation on social networking, its history and its role as an educational tool, presented by Andy Carvin to the University of Maryland/Baltimore's School of Nursing.
Presentation about implications of Web 2.0 for education. This presentation is delivered at ACER sponsored National Education Semiar for education leaders in Indonesia held at the Shangri La hotel in Jakarta on 1st of August 2007.
This presentation gives insights on social media tools that can be used by libraries. Likewise, it includes points to ponder before delving into this new world (for some it is still) of social media.
Today's world is a social one. The success of many organizations is beginning to rely upon managing online reputations, online branding and interactions. How can non-profits use social media to their advantage? What sort of tools are available to ensure the accessibility of a user's experience? This presentation will be your guide to developing strategies and using tools as a way to connect with the disability community.
Presentation made at the Vigo University during the International Administrative and
Teaching Staff Training Week organized by the International Relationships Office
Reference Services & Social Networking - Being on the cutting edge of engagmentAriel Dagan
An analysis of current Reference Services trends in use of Social Networking by libraries in North America and Canada. This is part of a presentation of graduate work in Reference and Information Services at University of Rhode Island with Professor Amanda Izenstark.
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).
Lessons from the River: Social Work, Social Service Work and Social Media
“You can’t stand in the same river twice” (Heraclitus)
“You can’t stand in the same river once” (Cratylus, student of Heraclitus)
“Social workers and social service workers should ensure that they are technologically aware and competent, as their clients are likely to have embraced technology in step with the general population” (OCSWSSW, 2012).
Professional practice has undergone massive change over the last three decades with the rise and proliferation of mobile and distributed communication and networking, but what exactly might “technology competence” look like for social workers and social service workers in the context of a rapidly evolving (and continuously flowing) digital ‘riverscape’? What are the implications for our professional ethics, boundaries, clients’ privacy and client-centred care? This dynamic, interactive and richly informative session will equip you with essential knowledge and resources for developing ongoing technology competence as a social work/social service work practitioner.
Presentation on social networking, its history and its role as an educational tool, presented by Andy Carvin to the University of Maryland/Baltimore's School of Nursing.
Presentation about implications of Web 2.0 for education. This presentation is delivered at ACER sponsored National Education Semiar for education leaders in Indonesia held at the Shangri La hotel in Jakarta on 1st of August 2007.
This presentation gives insights on social media tools that can be used by libraries. Likewise, it includes points to ponder before delving into this new world (for some it is still) of social media.
Today's world is a social one. The success of many organizations is beginning to rely upon managing online reputations, online branding and interactions. How can non-profits use social media to their advantage? What sort of tools are available to ensure the accessibility of a user's experience? This presentation will be your guide to developing strategies and using tools as a way to connect with the disability community.
Presentation made at the Vigo University during the International Administrative and
Teaching Staff Training Week organized by the International Relationships Office
Reference Services & Social Networking - Being on the cutting edge of engagmentAriel Dagan
An analysis of current Reference Services trends in use of Social Networking by libraries in North America and Canada. This is part of a presentation of graduate work in Reference and Information Services at University of Rhode Island with Professor Amanda Izenstark.
Author: Prof. Maged N. Kamel Boulos, MBBCh, MSc (Derm), MSc (Med Informatics), PhD, FHEA, SMIEEE
Associate Professor in Health Informatics
University of Plymouth, UK
---
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).
Lessons from the River: Social Work, Social Service Work and Social Media
“You can’t stand in the same river twice” (Heraclitus)
“You can’t stand in the same river once” (Cratylus, student of Heraclitus)
“Social workers and social service workers should ensure that they are technologically aware and competent, as their clients are likely to have embraced technology in step with the general population” (OCSWSSW, 2012).
Professional practice has undergone massive change over the last three decades with the rise and proliferation of mobile and distributed communication and networking, but what exactly might “technology competence” look like for social workers and social service workers in the context of a rapidly evolving (and continuously flowing) digital ‘riverscape’? What are the implications for our professional ethics, boundaries, clients’ privacy and client-centred care? This dynamic, interactive and richly informative session will equip you with essential knowledge and resources for developing ongoing technology competence as a social work/social service work practitioner.
Esta fue la presentación que finalmente me sirvió de base para el taller introductorio sobre social media del 9 de mayo 2011 en Málaga. A todos los que me ayudaron a prepararla (vía twitter y Linkedin) y a los que me inocularon la pasión por los Social Media, Gracias!!!Se admiten todos los comentarios y sugerencias que queráis hacerme.
Here is the presentation that finally became the basis for the introductory workshop on social media on 9 May 2011 in Malaga. To all who helped to prepare it (also via Twitter and LinkedIn) and inoculated in me the passion for Social Media, Thanks!
All comments and suggestions are welcome!!
More info at: https://aprendoylocuento.wordpress.com/2011/05/14/taller-muy-introdutorio-sobre-social-media-9-de-mayo-en-malaga/
Drawing the line further from where "Getting into the User Environment" stopped,
this presentation invites everybody to look more deeply into the use of social
networks (open or closed) by our users in general and focusses in particular on the
development of library services inside various types of social networks.What are the
benefits of making your medical library visible inside MySpace or Facebook?
And how do online personal startpage applications like iGoogle, Netvibes or
Pageflakes fit into this? The network (evolved by technology) is changing the users
behaviour and that will affect the future of information services.
http://www.netvibes.com/digicmb
http://www.netvibes.com/eahil2008
Community Relations Custodian Chris Pycroft presented at the Disability Education Association of NSW and ACT on how often social media platforms are accessed, accessibility barriers, and what you can do to make your content on social media as accessible as possible.
Similar to Social Media and Web 2.0 for Emergency Medicine – the Luddiot’s guide (20)
Best Ayurvedic medicine for Gas and IndigestionSwastikAyurveda
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
CDSCO and Phamacovigilance {Regulatory body in India}NEHA GUPTA
The Central Drugs Standard Control Organization (CDSCO) is India's national regulatory body for pharmaceuticals and medical devices. Operating under the Directorate General of Health Services, Ministry of Health & Family Welfare, Government of India, the CDSCO is responsible for approving new drugs, conducting clinical trials, setting standards for drugs, controlling the quality of imported drugs, and coordinating the activities of State Drug Control Organizations by providing expert advice.
Pharmacovigilance, on the other hand, is the science and activities related to the detection, assessment, understanding, and prevention of adverse effects or any other drug-related problems. The primary aim of pharmacovigilance is to ensure the safety and efficacy of medicines, thereby protecting public health.
In India, pharmacovigilance activities are monitored by the Pharmacovigilance Programme of India (PvPI), which works closely with CDSCO to collect, analyze, and act upon data regarding adverse drug reactions (ADRs). Together, they play a critical role in ensuring that the benefits of drugs outweigh their risks, maintaining high standards of patient safety, and promoting the rational use of medicines.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
- 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
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the 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 lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
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. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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.
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Welcome to the first ED grand round of 2012, and to my first ED grand round too! The title is (slide)
Jo and I had a discussion about the scope of this talk, and the title. His title was slightly more offensive, so I stuck with my own! There will be no RCT’s, no literature reviews, and no case presentation. I will present no data, no Forest plots and no evidence of any kind. It is primarily an opinion piece, and I confess to being massively biased, despite my Luddite beginnings – I am that most fanatical of zealots, the recent convert! So, here goes…
Anyone know who this is? It is the eponymous Ned Ludd, who from what I can gather, was essentially a thug, driven by opposition to the industrial revolution. He was an early version of a union heavy with a little anarchy thrown in. Not the cleverest by all accounts…he may have done OK in Tassie politics
This poem was written about Ned posthumously… (slide) I would like to put forward the motion that social media doubters are trying to “wreck and destroy” the greatest opportunity in modern medical education
Who am I, and who am I to talk about this? (slide) The point being, I am not a geek, or techy in any way. I have no idea about the hardware, and I fully expect that to let me down during this whole video conference thing!
So, what to expect from the next 45 minutes or so… I will outline how I believe that SM opens up a world of educational opportunity, and we are verging on negligent for not using it and contributing to it! I am pretty excited about the vista this stuff opens up, and I want to share it.
Before we launch into the talk proper, here is a little bit of scene-setting. Anyone know what this is? It is a page from the famous Book of Kells, an early Christian illuminated manuscript which now lives in my old alma mater in Dublin. It takes us way back in time, to a simpler age, when men were men, and either brandished swords and raped and pillaged, or cowered in stone towers painting books and trying to avoid being pillaged. The history of media is one of change, and resistance to change. I believe that all media are just tools, and none is “good” or “evil” in and of itself. Illuminated manuscripts were not “good.” They are certainly beautiful, but they were visible and accessible only to the educated and religious elite. They were shared with only a few.
The introduction of print led to similar debates as those raging today about social media, and the same discussion has revolved around almost every technological advance in communication. Now, we were sharing with a few more…but not everyone was happy with that…there was debate about the merits of enlightening the poor. I would argue that we debate the wrong thing. We shouldn’t be debating whether these technologies are a good or a bad thing, but rather embracing them as tools and learning to use them to DO good things rather than bad things. In many ways the history of communication is one that reflects democratic socialism, but that’s a whole ‘nother discussion.
We have covered religion and politics, which are of course never controversial, especially where I come from in Northern Ireland…I’d like to move on to the shadowy carpeted world of administration. Unfortunately not everyone agrees that increasing the accessibility of information is essentially of benefit. This is the RHH policy on the topic, which is not the worst, but definitely tends towards a staid view… Some progressive social media policies recognise the benefits, but many simply reflect the conservative establishment view that they are inherently a waste of time. For example, in our own department….internet is blocked on end of bed computers. This is meant to stop FB use, but it also stops use of educational resources for nursing staff, who feel the flight deck occupied by medical staff is not accessible to them. We may restrict abuse this way, but we also restrict constructive and instructive use of these tools.
In fact, you may leave yourself open to severe and unspecified punishment…
This a graphic “borrowed” (with permission) from Mike Cadogan, which illustrates the generational change in the primary sources used by doctors.
With this generational change in mind, I recently wrote a blog post on the imminent demise of the textbook for anything other than a doorstop or perhaps a bookshelf dressing proving how much you must know to non-medical dinner guests. This post led to an international Twitter discussion, until it was finally agreed that the textbook is on ECMO. As far as I can gather, this compromise was only reached because Mike Cadogan is smashing out another two textbooks this year (which he admittedly is publishing as iBooks) before giving up entirely on the genre…
So, what are “social media?” Most of you probably already use them to some degree either socially or professionally. If you know more than me about all this, feel free to contribute The Wikipedia definition is (slide) Whether Web 2.0 is qualitatively different from prior web technologies has been challenged by WWW inventor Tim Berners-Lee He called the term a "piece of jargon“ because he intended his Web as "a collaborative medium, a place where we [could] all meet and read and write". He originally called it the "Read/Write Web“ and probably envisaged something like what exists today.
So, with that bit of background having killed a few minutes, this is the question I come to… (slide) As everyone who has sat or plans to sit the fellowship exam knows, discuss means pros and cons, so here goes! I have already alluded to the perceived con of time wasting etc. which is no doubt a real phenomenon, but is a function of human nature, not of the technology! Some other criticisms that have been levelled at social media by various commentators include…
Lets start off with some of the many genuine criticisms, as opposed to the knee jerk opposition of the rather conservative medical/administrative establishment Criticisms certainly exist… (slide) There is no right or wrong response to this position, except to say that one must bear it in mind when using these resources. Is it really any different to any other media that exist? The soapbox, parliamentary hustings, newspapers and television all could be criticised in the same way, I believe – the problem is not the TOOL, but HOW it is USED – I will keep coming back to this point until you are sick of it I am sure! So, my response to this criticism is to adulterate it slightly, thus…
(slide) However to those who question the motivation of the most influential voices in Emergency Medicine on Social Media, I would argue that ANYTHING shared, published or disseminated by ANY medium must be approached with healthy scepticism, and indeed the transparency of many of the voices in EM social media often exposes the opacity of the established peer-reviewed Journal and textbook leviathan.
(slide) Quite frankly I think these are just not true! The fluidity of various media is incredible. I can see an ECG at work, de-identify it (of course), share it on Twitter, automatically upload to my blog and have it be commented on by Steve Smith or Amal Mattu within minutes. I learn, I teach, and the lessons reverberate across the web. Innovation is celebrated and encouraged with dynamic enthusiasm in this community and Emergency Medicine, and especially Australian Emergency Medicine, is leading the way in this process.
In terms of ethical considerations: (slide) To this I say: Web 2.0 ethics breaches are no different to any other ethics and confidentiality breaches – you are just more public, and there is a record, so one is more likely to get caught! The response should not be to ban or restrict the medium, but embrace it and teach people to use it responsibly
And to anyone who disagrees with me, I am likely to be bigger and uglier than you, so…
The benefits are simple: Social media are tools which I believe are now as vital to good and current practice as stethoscope, or a pen, they are optics which can peer broadly and deep into the past, present and future of medical practice, and a community which is egalitarian, dynamic and vibrant. They offer open entry to what Mike Cadogan calls “the conversation” and the access to eminence and evidence is phenomenal. The aspect of this which I suspect some are uncomfortable with is that one cannot completely control one’s message in the social media world – it takes on an almost organic life of it’s own. To contribute to social media, you simply join the conversation, with the hope that you can achieve a degree of influence in it.
There are a number of components to the social media cycle, which are variously described by academics from the IT world, but this list is a summary of the aspects I believe are important in medicine
The integration of some of these aspects in the cycle is well illustrated here.
I will briefly summarise and give examples from the array of platforms available
Just another quick fellowship exam-style question… Clearly, you can’t use them all! Hell, I don’t even know what half of them are, but it makes a good picture round for a pub quiz!
Really simple syndication
There is no point in using a platform that people you want to connect with don’t use In Emergency Medicine and EM education, the most robust communities exist on Twitter, and on various different blogging platforms (such as Wordpress, Tumblr, Blogger etc.) Youtube, podcasts (as extensions of blogs) and various cloud sharing applications also are heavily used. Twitter is however, the major portal of entry to this world, and almost everything published or shared in the dynamic online community of EM is accessible through twitter. I recommend getting on Twitter, and getting an RSS aggregator and you can gather all you need from there… (If I have time) I’ll just demonstrate how easy this is using my own set-up. My only concern is that my grasp of the video-conferencing hardware may let me down here – fingers crossed!
If you haven’t seen her blog, it is worth checking out, especially for exam study – she e-publishes a comprehensive series of study cards entitled “Paucis Verbis” or “a few words” which are an invaluable quick reference. So I believe the future will hold increased recognition of the role of social media in medicine and education, and the increasingly dynamic democratisation of information, led by the pioneers Scott Weingart, Michelle Lin, Mike Cadogan, Cliff Reid, Rob Orman, and Mel Herbert.
We can’t afford to dismiss it, because if we do, we abandon our responsibility to guide the next generation through the ever more overwhelming content. We possess the real experience to guide them in using this stuff, but we must be familiar with the technology or we will lose them!
I think you should join the conversation and the revolution!!!