Medical Communication

Archive for September, 2009

Chunks of Info.

Posted by drneelesh on September 29, 2009

Chunking Information: “

If we ran a contest for the favorite esoteric word of Instructional Designers, the term “chunking” might win. It’s one of those terms you never hear until you enter the world of online learning or writing for the Internet. Chunking is a great concept that’s worth diving into, so let’s examine the purpose of chunking and how to accomplish it.

Chunking Defined

Chunking refers to the strategy of breaking down information into bite-sized pieces (Oh, that’s the visual!) so the brain can more easily digest new information. The reason the brain needs this assistance is because working memory, which is the equivalent of being mentally online, holds a limited amount of information at one time.

Why We Chunk Content

George A. Miller formulated the chunk concept in 1956, as he presented evidence that working memory is limited in capacity. Although Miller stated that working memory could hold seven (plus or minus two) chunks of information at once, it is now thought that the number is closer to three or four. Also, cognitive researchers now know that the capacity of working memory depends on the type of information, the features of the information and the abilities of the person under experimentation.

The pearl of wisdom here is that if a learner’s working memory is full, the excess information will just drop out—as in disappear. That’s a big challenge for a course designer. It means that if you are explaining something complex and the learner must hold several factors in mind to understand it, you’ll need to chunk information into, well … bite-sized pieces.

Chunking for eLearning

Chunking is particularly important for online learning. Without an instructor to answer questions and to guide the learning process, eLearning content has to be organized in a logical and progressive way through chunking. Chunking doesn’t only work for your typical linear instruction, it also works for learning objects, for non-linear approaches to learning as well as discovery learning, because it groups together conceptually related information. Content that is conceptually related is meaningful, making it easier to understand.

Strategies for Chunking

Now that we can proudly say our working memories are basically sieves, what strategies can eLearning designers implement to overcome this?

Have a Solid Internal Structure. Use a chunking strategy while determining the content hierarchy of a course. As you determine how modules, lessons and topics will be organized into a logical and progressive order, start with large chunks of conceptually related content and use these as your modules. Divide modules into smaller related chunks and these will become your lessons. Continue with this process until content is broken down to the topic level. As you become more familiar with the content, fine tune the internal structure.

Chunk at the Screen Level. When you have a solid internal structure, organize the content so each screen consists of one chunk of related information. Depending on how you design, this could be at the topic level, at the detailed learning objective level or at the concept level. As a guiding rule, avoid introducing multiple topics, learning objectives or concepts at one time.

Also, think in terms of working memory. Will the chunk of content require the learner to hold more than a few things in memory at one time in order to understand it? If so, break it down again. Fortunately, the visuals and text in multimedia courses can lessen the demands on working memory.

Turn Bits into Chunks. If you have lots of unrelated facts, then you have to chunk in the opposite direction. In this case, use any strategy that turns individual bits of information into meaningful chunks. Working memory is just as willing to hold four chunks of information as it is to hold four bits of information. For example, you can remember four letters as well as four words. By finding ways to group together small bits of information into a chunk and you’ll help learners process more at one time.

Related Articles:

Less Is More

10 Relevant Facts About The Brain

[Reference: Link to George Miller’s milestone article from 1956: The Magical Number Seven.]

Post from: The eLearning Coach

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Twenty rules of engagement in new age marketing

Posted by drneelesh on September 25, 2009

Recently, Read this interesting synopsis of the changing rules of engagement in the online world. I have edited a few original writs and added a few, but in essence it replicates ideas of Rich Meyer.

Twenty New rules for engaging your customers

1. Traditional mass marketing is dead.

2. Brand marketers no longer control the  message.
3. Your audience is using social media whether you decide to use social or not.
4. Great marketing is not enough to ensure success.
5. Senior manager need to get middle managers more involved in formulating strategy and implementation of tactics.
6. The best marketing plans in the world mean nothing without flawless execution.
7. To get consumers to buy you product forget about features and start thinking about how you product provides solutions to their problems.
8. There is no such thing as free social media programs.
9. Social media programs need to be tied back to business objectives. Executives need to agree on a measurement criteria for social media programs.
10. Keep it simple. If you can’t clearly explain your strategy and message to your employees than you need to start over.
11. The days of free spending consumers maybe over. Today consumers are saving more and spending less. It’s all about needs rather than want.
12. Web analytics should tell you a story of how your consumers are thinking about your site and products.
13. Employers have all the power now and can lowball new hires and increase workloads on current employees. However this will eventually change and lot more people will seek to leave big companies in search of smaller companies where they can provide a lot more input and be satisfied with their work.
15. Lowering prices is not a marketing or brand strategy.
16. Markets consist of human beings, not demographic sectors.
17. Learn to see the world in the eyes of your customer or website visit.
18. Simplicity is the new currency.
19.Don’t favor credentials over passion.
20. Speed has become even more of a competitive advantage in the age of social media.

Rich’s Rules of New Economy

Related articles

Posted in Business, health, Health 2.0, Web 2.0 | Leave a Comment »

Twenty rules of engagement in new age marketing

Posted by drneelesh on September 25, 2009

Recently, Read this interesting synopsis of the changing rules of engagement in the online world. I have edited a few original writs and added a few, but in essence it replicates ideas of Rich Meyer.

Twenty New rules for engaging your customers

1. Traditional mass marketing is dead.

2. Brand marketers no longer control the  message.
3. Your audience is using social media whether you decide to use social or not.
4. Great marketing is not enough to ensure success.
5. Senior manager need to get middle managers more involved in formulating strategy and implementation of tactics.
6. The best marketing plans in the world mean nothing without flawless execution.
7. To get consumers to buy you product forget about features and start thinking about how you product provides solutions to their problems.
8. There is no such thing as free social media programs.
9. Social media programs need to be tied back to business objectives. Executives need to agree on a measurement criteria for social media programs.
10. Keep it simple. If you can’t clearly explain your strategy and message to your employees than you need to start over.
11. The days of free spending consumers maybe over. Today consumers are saving more and spending less. It’s all about needs rather than want.
12. Web analytics should tell you a story of how your consumers are thinking about your site and products.
13. Employers have all the power now and can lowball new hires and increase workloads on current employees. However this will eventually change and lot more people will seek to leave big companies in search of smaller companies where they can provide a lot more input and be satisfied with their work.
15. Lowering prices is not a marketing or brand strategy.
16. Markets consist of human beings, not demographic sectors.
17. Learn to see the world in the eyes of your customer or website visit.
18. Simplicity is the new currency.
19.Don’t favor credentials over passion.
20. Speed has become even more of a competitive advantage in the age of social media.

Rich’s Rules of New Economy

Related articles

Posted in Business, health, Health 2.0, Web 2.0 | Leave a Comment »

Twitter+messaging in Medical communications

Posted by drneelesh on September 25, 2009

Posted: 22 Sep 2009 01:31 PM PDT
Obviously not, but it can provide us with some new solutions. That’s why I wanted to share askCH, an interesting project.

AskCH is a one-of-a-kind healthcare tool. Send a healthcare cost or definition question in the proper format, and receive the answer with a link to find detailed information!

ask twitter

So you can send messages via Twitter such as:

Actually, I gave it a try and asked them “what is COPD”. The reply was “Sorry, we don’t have a description for copd.”
We will see whether people start using it as its success depends on that.

Posted: 20 Sep 2009 04:26 AM PDT
From the NY Times:

Texting while driving Lifts Crash Risk by Large Margin, far surpasses the dangers of other driving distractions. When the drivers texted, their collision risk was 23 times greater than when not texting.

36 states do not ban texting while driving; 14 do, including Alaska, California, Louisiana and New Jersey.

95% of drivers said that texting was unacceptable behavior. Yet 21% had recently texted or e-mailed while driving.

50% of drivers 16 to 24 said they had texted while driving, compared with 22% of drivers 35 to 44.

Embedded video from CNN Video

Embedded video from CNN Video

Related:
CNN: Boston trolley driver was texting at time of crash which injured 20 people http://bit.ly/11vRN6
Stay Alive, Don’t Text and Drive
Image source: OpenClipArt.org, public domain.

Posted at Clinical Cases and Images. Stay updated and subscribe, or follow me on Twitter.


Posted: 02 Sep 2009 06:47 AM PDT
iphone_apps

The folks at Accredited Online Colleges have put together a mega-list of the 100 Most Educational iPhone Apps. Each app has a brief description and a link to the iTunes store where it can be downloaded. Applications are divided into the following categories:

  • Brain Exercises
  • Quizzes and Flashcards
  • Math
  • Science
  • Geography and History
  • English
  • Reference Materials
  • Art
  • Languages
  • Productivity
Posted: 31 Aug 2009 04:58 AM PDT
From JS Online: Milwaukee-Journal Sentinel:

Professors experiment with Twitter as teaching tool http://bit.ly/HP4RZ

Facebook may be the social medium of choice for students, but Twitter has found adherents among professors. Twitter is helping them build community in their classes in a way that appeals to the Facebook generation.

Some students are assigned to live tweeting: publishing the speaker’s thoughts on Twitter during the presentation.

Twitter helps students develop key skills: listening, information-gathering, multitasking and succinct writing.

Twitter allows professors to post links to what they’re reading – students “follow” them.

Professors “listen” to conversations students have with each other on Twitter to gauge what questions they have.

Posted at Clinical Cases and Images. Stay updated and subscribe, or follow me on Twitter.



Posted: 23 Aug 2009 04:54 AM PDT
Mayo Clinic held Tweetcamp II in April 2009 to provide basic training for staff in using Twitter, and to suggest practical applications in the health care environment. Five training videos were posted on YouTube. See the rest of the playlist on YouTube.
Posted: 08 Aug 2009 04:41 AM PDT
TED Talks: David Pogue: Cool new things you can do with your mobile phone The New York Times tech columnist David Pogue rounds up some handy cell phone tools and services that can boost your productivity and lower your bills (and your blood pressure

Posted in Uncategorized | Leave a Comment »

Best of the week – Elearning

Posted by drneelesh on September 17, 2009


    * 10 Things I’ve Learned About Teaching Online * Does Twitter damage your memory? * Mayo Clinic Talks About Twitter * An Internet Tool for Creation of Cancer Survivorship Care Plans for Survivors and Health Care Providers: Design, Implementation, Use and User Satisfaction * Find Your Colleagues and Future Mentors on Twitter: Search for Doctors by Specialty * How to use Twitter for teaching: Professors share their real-life experience * Health News of the Day * The Secret Recipe to Delivering World Class Lectures * 100 reasons to mindmap * 5 places to learn how to touch type – for free * 3D Virtual Worlds for Health and Healthcare * Cog-Learn: An e-Learning Pattern Language for Web-based Learning Design * Learn From Rogue Tweeters: * Autism 2.0: Call for Submissions * The Cochrane Library and Web 2.0 * Beware the cloud

    Posted: 09 Sep 2009 08:35 AM PDT
    Michelle Everson has been teaching online for five years. Here, she shares the top 10 best practices she has learned about online teaching.
    Posted: 07 Sep 2009 01:51 PM PDT
    At this year’s British Science FestivalTracy Alloway, a psychologist from Stirling University, said the following:

    Some examples of what can hurt or harm working memory include things like Twitter. When you’re receiving an endless stream of information when you’re a ‘tweeter’, it’s also very succinct, so there’s no need to process or manipulate that information, it’s not a dialogue unlike something like Facebook where you might be updating your status and so on.

    Fortunately, Mark Henderson at Times Online puts things in the right place:

    Most people I know who use Twitter see it as an interactive tool for conversing with wide groups, and for drawing like-minded people’s attention to information that might interest them. It’s interactive, full of links, and information-rich. It’s a misconception that the 140-character limit makes depth impossible. In fact, to me, Twitter seems to build social networks just as effectively as Facebook, which Alloway thinks might improve working memory.

    Mark is right, and I have a few examples that can explain why I think so:

    Posted: 04 Sep 2009 10:18 AM PDT
    No matter how many useful web tools we have in medicine and healthcare as long as nobody teaches healthcare professionals how to use these. Mayo Clinic now informed doctors and medical librarians about how to get closer to social media through Twitter.

    I also try to provide students and professionals with practical examples about medicine and health 2.0 during my credit course that runs at the University of Debrecen. The third semester will launch in 3 weeks.
    Posted: 03 Sep 2009 09:00 PM PDT
    Background: Survivorship care plans have been recommended by the Institute of Medicine for all cancer survivors. We implemented an Internet-based tool for creation of individualized survivorship care plans. To our knowledge, this is the first tool of this type to be designed and made publicly accessible. Objective: To investigate patterns of use and satisfaction with an Internet-based tool for creation of survivorship care plans. Methods: OncoLife, an Internet-based program for creation of survivorship care plans, was designed by a team of dedicated oncology nurses and physicians at the University of Pennsylvania. The program was designed to provide individualized, comprehensive health care recommendations to users responding to queries regarding demographics, diagnosis, and cancer treatments. After being piloted to test populations, OncoLife was made publicly accessible via Oncolink, a cancer information website based at the University of Pennsylvania which averages 3.9 million page views and over 385,000 unique visits per month. Data entered by anonymous public users was maintained and analyzed. Results: From May 2007 to November 2008, 3343 individuals utilized this tool. Most (63%) identified themselves as survivors, but also health care providers (25%) and friends/family of survivors (12%). Median age at diagnosis was 48 years (18 – 100+), and median current age 51 (19 – 100+). Most users were Caucasian (87%), female (71%), and college-educated (82%). Breast cancer was the most common diagnosis (46%), followed by hematologic (12%), gastrointestinal (11%), gynecologic (9%), and genitourinary (8%). Of all users, 84% had undergone surgery, 80% chemotherapy, and 60% radiotherapy. Half of users (53%) reported receiving follow-up care from only an oncologist, 13% only a primary care provider (PCP), and 32% both; 12% reported having received survivorship information previously. Over 90% of users, both survivors and health care providers, reported satisfaction levels of “good” to “excellent” using this tool. Conclusions: Based on our experience with implementation of what is, to our knowledge, the first Web-based program for creation of survivorship care plans, survivors and health care providers appear both willing to use this type of tool and satisfied with the information provided. Most users have never before received survivorship information. Future iterations will focus on expanding accessibility and improving understanding of the needs of cancer survivors in the era of the Internet.
    Posted: 03 Sep 2009 04:02 AM PDT
    Twitter Searches You Didn’t Think Were Possible: Search By Profession http://is.gd/20GoN

    Search By Profession on Twitter by using TweepSearch – example: http://bit.ly/129ATE

    Find Out Who Follows Whom on Twitter http://whofollowswhom.com – For example, who do all cardiologists on Twitter follow?

    “Is Twitter necessary for physicians and other medical professionals?”, asks KevinMD http://bit.ly/181vHF – It’s not necessary but it may be useful.

    Related:
    Lists of Medical Bloggers and Twitters Categorized by Specialty
    Image source: OpenClipArt.org, public domain.

    Posted at Clinical Cases and Images. Stay updated and subscribe, or follow me on Twitter.



    Posted: 31 Aug 2009 04:58 AM PDT
    From JS Online: Milwaukee-Journal Sentinel:

    Professors experiment with Twitter as teaching tool http://bit.ly/HP4RZ

    Facebook may be the social medium of choice for students, but Twitter has found adherents among professors. Twitter is helping them build community in their classes in a way that appeals to the Facebook generation.

    Some students are assigned to live tweeting: publishing the speaker’s thoughts on Twitter during the presentation.

    Twitter helps students develop key skills: listening, information-gathering, multitasking and succinct writing.

    Twitter allows professors to post links to what they’re reading – students “follow” them.

    Professors “listen” to conversations students have with each other on Twitter to gauge what questions they have.

    Posted at Clinical Cases and Images. Stay updated and subscribe, or follow me on Twitter.



    Posted: 30 Aug 2009 04:47 AM PDT
    Health News of the Day is a daily summary made from the selected links I post on Twitter. It is in a bullet points format with links to the original sources which include 350 RSS feeds that produce about 2,500 items per day.

    Medical news tweets are not research articles – they are 140-character messages – please always go to the original source, links, etc. The inclusion of a Twitter update (tweet) is not an endorsement or agreement of any kind. Tweets and links do not represent endorsement, approval or support. Image source: OpenClipArt.org, public domain.

    Follow me on Twitter:

    Posted at Clinical Cases and Images. Stay updated and subscribe, or follow me on Twitter.



    Posted: 29 Aug 2009 10:52 PM PDT

    “The only thing that interferes with my learning is my education.”
    – Albert Einstein
    Firstly, you might get annoyed with the term ‘World Class’ and I would perhaps, too. But at least it got you to this sentence, so it is working. Think of ‘World Class’ in this context as delivering exceptional or inspiring lectures, talks or presentations (how you may word it!).

    Secondly, you might argue that we should get rid of lecturing all together to revive University learning to be relevant to the world beyond again, as this is being questioned all over the world.

    With that I totally disagree! If you argue that lectures do not facilitate effective learning, I can to a certain degree listen. But, that is if the criteria for lectures is only to disseminate knowledge. But if you ask me, I would argue that lectures is much more than simply vomiting out facts, concepts and ideas.

    Besides that vomiting stuff, it is also about tickling and inspiring the students’ to discover a learning interest and domain. It is about discovering the joy for learning. It is about creating a connection and bond. It is about an exploration with the students, and telling them a story that means something. It is about presence and being a role model, letting them experience a way of how ideas and knowledge can be articulated, and so on.

    In short, the lecture is the place where we should be inspired and triggered into a learning journey that is full of joy and obstacles. If we can inspire and nurture that learning passion into the students’ mind, the rest is reasonably easy today, as they can basically access all the knowledge and tools (in many cases) they want with a few searches and clicks. Increasingly most of the amazing learning resources are becoming free (democratizing the access to knowledge), which you might discover even more so, after reading the rest of this article.

    But the sad fact based on years of learning experience, and listening to all the noise around the world, education is increasingly becoming just a business, and students increasingly all over the world are experiencing crappy lecturers, lectures and education in general.

    Let’s just tackle the lecture for now. If we get the lecture right, students will be inspired to learn on their own

    NEW SCHOOL
    Five simple learning steps/phases, which can of course overlap anyway you like

    1. Explore
    2. Learn
    3. Innovate
    4. Feedback
    5. Reflect (back to Explore)
    This learning cycle can happen within minutes using your mental reflection and visualization, or perhaps days, weeks, months in the real world, depending upon how you apply. Actually, these steps are just indicators and do not need to be followed step-by-step. Just use them how you feel like it, or what works best for you. I am still learning, so these steps or phases might change even by the time I really finish this article. Alright, let’s move on!

    1. EXPLORE

    Besides all the other methods, content and junk, here is your new learning curriculum (No, ABC just have fun exploring and learning):
    • TED Talks
      Inspired talks by many of the world’s greatest thinkers and doers.
    • Academic Earth
      Video lectures from many of the world’s top scholars.
    • YouTube EDU

      YouTube has aggregated all of the videos from its college and university partners – including luminaries like Stanford, Harvard, and Dartmouth – in one place. Here you will find thousands of video lectures to explore and reflect.
    • FORA.tv

      FORA.tv delivers discourse, discussions and debates on many the world’s most interesting political, social and cultural issues, and enables viewers to join the conversation.
    • WGBH (Free Public Lectures) Free live and on-demand lectures given by some of the world’s foremost scholars, authors, artists, scientists, policy makers and community leaders.
    • The Nobel Prize
      It brings you fascinating insights into the minds of current and past Nobel Laureates.
    • Extend List… (Please refer to the Digital Media and YouTube Channels sections)

    Oh man! Where to start?
    Alright, since I have been exploring such lectures for a few years now, I will share with you some of my favorites to get you started. Below is basically a cocktail of educators (variety!), inspiring all sorts of knowledge in their own way. Please click on their names below for more of their videos or resources. For your convenience (to access real juice!) I have selected one lecture (or short talk/presentation) from each of the amazing educators below, which is worth exploring and reflecting. Hopefully, you can pick up a few tricks on the way that will over time transform you into…WOW! Here we go (Not ranking, just numbering):

    Fav. 25

    1. Sir Ken Robinson (Creativity Expert)

      Creativity expert Sir Ken Robinson challenges the way we’re educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.

      Lecture: Schools Kill Creativity

    2. Michael Wesch (Assistant Professor of Cultural Anthropology, Kansas State University)
      Is most famous for his amazing work in the emerging field of digital ethnography, where he studies the effect of new media on human interaction.
      Lecture: An Anthropological Introduction to YouTube

    3. Walter Lewin (Professor, MIT)
      Is currently a professor of Physics at MIT. He earned his Ph.D. in Nuclear Physics in 1965 at the Delft University of Technology in the Netherlands…more
      Lecture: Measurements of Space and Time
    4. Hans Rosling (Global Health Expert; Data)
      As a doctor and researcher, Hans Rosling identified a new paralytic disease induced by hunger in rural Africa. Now the global health professor is looking at the bigger picture, increasing our understanding of social and economic development with the remarkable trend-revealing software he created.
      Lecture: The Best Stats You’ve Ever Seen

    5. Randy Pausch (Doctor, Carnegie Mellon University)

      He learned that he had pancreatic cancer, a terminal illness, in September of 2006. He gave an upbeat lecture entitled “The Last Lecture: Really Achieving Your Childhood Dreams” on September 18, 2007 at Carnegie Mellon, which became a popular YouTube video and led to other media appearances. He then co-authored a book called The Last Lecture on the same theme, which became a New York Times best-seller. Pausch died of complications from pancreatic cancer on July 25, 2008 …more
      Lecture: The Last Lecture: Really Achieving Your Childhood Dreams
    6. Jill Bolte Taylor (Neuroanatomist)
      Brain researcher Jill Bolte Taylor studied her own stroke as it happened — and has become a powerful voice for brain recovery.
      Lecture: Stroke of Insight
    7. Sugata Mitra (Education researcher)

      His “Hole in the Wall” experiments have shown that, in the absence of supervision or formal teaching, children can teach themselves and each other, if they’re motivated by curiosity and peer interest.
      Lecture: How Kids Teach Themselves

    8. Murray Gell-Mann (Physicist)
      Brings visibility to a crucial aspect of our existence that we can’t actually see: elemental particles. He won the Nobel Prize in Physics for introducing quarks, one of two fundamental ingredients for all matter in the universe.
      Lecture: Beauty and Truth in Physics

    9. Vilayanur Ramachandran (Brain Expert)
      Neurologist V.S. Ramachandran looks deep into the brain’s most basic mechanisms. By working with those who have very specific mental disabilities caused by brain injury or stroke, he can map functions of the mind to physical structures of the brain.
      Lecture: Your Mind

    10. Dan Pink (Career Analyst)

      Bidding adieu to his last “real job” as Al Gore’s speechwriter, Dan Pink went freelance to spark a right-brain revolution in the career marketplace.

      Lecture: The Surprising Science of Motivation

    11. Tony Robbins (Life Coach; Expert in Leadership Psychology)

      Makes it his business to know why we do the things we do. The pioneering life coach has spoken to millions of people through his best-selling books and three-day seminars.

      Lecture: Why We Do What We Do

    12. Elaine Morgan (Aquatic Ape Theorist)

      Is an octogenarian scientist, armed with an arsenal of television writing credits and feminist instincts, on a mission to prove humans evolved in water.

      Lecture: We Evolved From Aquatic Apes

    13. Seth Godin (Marketer and Author)

      Is an entrepreneur and blogger who thinks about the marketing of ideas in the digital age. His newest interest: the tribes we lead.

      Lecture: The Tribes We Lead

    14. Jeff Han (Human-Computer Interface Designer)

      After years of research on touch-driven computer displays, Jeff Han has created a simple, multi-touch, multi-user screen interface that just might herald the end of the point-and-click era.
      Lecture: Breakthrough Touchscreen
    15. Marian Diamond (Professor, University of California Berkeley)
      Expertise: General Human Anatomy.
      Lecture: The Human Brain and Muscular System

    16. Clayborne Carson (Doctor, Stanford)
      Expertise: African American History
      Lecture: Barack Obama’s American Dream

    17. Paul Bloom (Professor, Yale)
      Expertise: Psychology
      Lecture: Introduction to Psychology

    18. Guy Kawasaki (Managing Director, Garage Technology Ventures)
      Lecture:
      The Power of ‘No Bull Shiitake’

    19. Mehran Sahami (Associate Professor, Stanford)
      Expertise: Computer Science and Programming Methodology
      Lecture: The History of Computing

    20. Courtenay Raia (Lecturer, UCLA)
      Expertise: Science, Magic, and Religion
      Lecture: Newton and the Enlightenment

    21. Benjamin Polak (Professor of Economics and Management, Yale)
      Expertise: Game Theory
      Lecture: Introduction to Game Theory

    22. Eric Lander (Professor of Biology, MIT)
      Expertise: Biology
      Lecture: Genetics 1

    23. Benjamin Karney (Associate Professor of Social Psychology, UCLA)
      Expertise: Communication and Conflict in Couples and Families
      Lecture: Methods of Studying Families and Couples

    24. William Durham (Bing Professor of Anthropological Studies, Stanford University)
      Expertise: Anthropology and Darwinism
      Lecture: Darwin’s Legacy

    25. Katharine Ku (Director of the Office of Technology Licensing, Stanford University)
      Expertise: Chemical Engineering and Intellectual Property
      Lecture: How Much is the Technology Worth?

    2. LEARN

    Interestingly, after reading tons of articles about becoming great educators, I have noticed again and again that all the great ones, have in their own student days experienced great teaching themselves. In short, for us to become great educators (or to know what that really means!), we need to experience great educators and lectures ourselves.

    However, now that we have free online access to hundreds if not thousands of amazing lectures (a few shared above), I believe we all have the opportunity to experience them at least virtually. It is not exactly the same, but we have access to more. I can live with that! And by doing so, we can try (let’s ignore our struggling ego here!) to benchmark ourselves with these giants.

    The trick here, is not to look first for their weaknesses, but to be open and immerse ourselves with all the positive little things they do to inspire us. After digesting all the juice and picking up a few tricks here and there, we should also explore possible weaknesses in their presentations, which we should perhaps try to avoid in ours. But, please remember not to get too preoccupied initially with looking for weakness in their lectures (so that we can make our ego feel good!), and then miss out on all those little things that really matter. It is difficult, but let’s try!


    3. INNOVATE

    No one has ever become a great footballer by simply watching and reflecting videos of great footballers. The same goes for lecturing, so besides watching and reflecting, you need to explore, experiment, and continuously practice new things with your students to find the right algorithm(s) that makes them tick into action and learning joy.

    I am not going to tell you what to try, instead just enjoy exploring great lectures, note down mentally or physically all the little positive things they do. And most importantly always have the guts to try them out in your learning sessions. Some might go horrible wrong, and some might go the opposite way, or some might have no impact at all, but that is a risk you have to take to really improve.

    Though, if you really try, trust me, students will eventually appreciate all your efforts. Especially, the Y and Z generation I believe will love it. In Y and Z shell, they love people that have guts, try the unexpected, and engage them to learn.

    4. FEEDBACK

    Innovating your lectures is not enough! You also need to continuously try to seek feedback from every single corner you can imagine, whether it is fellow-educators, students or strangers on the web (that have perhaps watched one of the lectures you shared on the web).

    There is no harm is telling the students that we stink (perhaps in a gentler manner), and would surely love some feedback posted in the course online forum (if you have one). Or perhaps ask them at the end of the class to write on a piece of paper the things they learned, or like about the lecture, or things they didn’t understand, or areas that could be improved. If you make them feel safe about being honest, it is amazing how much constructive feedback you can receive by simply asking the people that really matter in the learning process.

    Don’t take yourself too seriously, and have fun being criticized, including receiving those little negative feedback nuggets that really hurt your crumbling little ego. These negative feedback nuggets are actually the seeds to improve fastest.

    5. REFLECT

    Finally, seeking feedback is not enough to improve the way we lecture. We also need to reflect upon the feedback acquired, and then again explore better ways of doing it, and then learn (practice) and innovate continuously until we practically die, or leave lecturing all together.

    How can I:

    • Engage students more?
    • Facilitate more AHA-moments?
    • Create more interest in the subject?
    • Be clearer and more concise (writing this article!)?
    • Prepare better illustrations and PowerPoint slides?
    • Make the lecture more relevant to the student?
    • Etc.


    ——————————————————————————–

    Posted: 29 Aug 2009 02:34 AM PDT

    I am often asked about mindmapping by people who have never tried it.  Why would they want to do it, etc?  I’ve just found come across this great article from Mind Map Inspiration, called 100 reasons to mind map, so this is a useful place to look for ideas about how it can be used.
    And, if you are looking for some mind mapping tools to get started, then Bubbl.us, a free collaborative online mind mapping tool is currently the highest ranking mind mapping tool on our op 100 Tools for Learning list.
    But you will find a further 30+ mind mapping and brainstorming tools here
    Posted: 14 Aug 2009 01:36 AM PDT

    Want to learn how to touch type?  Here are 5 free sites that I’ve collected over time.

    1. Goodtyping.com – Online typing course
    2. Peter’s Online Typing CourseA set of free online typing lessons and typing exercises for beginning typists
    3. Power Typing -this online free typing tutor is an educational web site for kids, students and adults alike!
    4. typeonline.co.uk – structured touch typing course for motivated individuals looking to develop their keyboard skills
    5. Typing Web – free online typing tutor & keyboarding tutorial for typists of all ages. All skill levels will benefit from TypingWeb’s free keyboarding lessons.

    UPDATE: I’ve just found another one on my list!

    1. KeybrOnline keyboarding lesson
    Posted: 03 Aug 2009 12:52 PM PDT
    I’m a real fan of the Journal of Virtual Worlds Research and they came up with something really innovative again. The newest issue focuses on how virtual worlds can be used in medicine and healthcare.
    jvwr
    I’ve been working in this field for years and it’s vibrating to see so many interesting projects in the virtual worlds.

    Posted: 31 Jul 2009 05:00 PM PDT
    Designing online learning material is a difficult task for novice teachers who lack experience in their design. Patterns have emerged as means to capture design knowledge in context and offer solutions to designers. Cog-Learn is a pattern language aimed at supporting the design of learning material for e-learning systems. Here, we describe Co-Learn and discuss the patterns’ identification and formalization processes through two case studies in which a set of cognitive strategies was applied with the goal of better organizing the content seen by the student. The purpose is to facilitate the student’s interaction with the material’s interface and, consequently, improve the learning process.
    Posted: 31 Jul 2009 05:00 PM PDT
    Many organizations are struggling with social media, trying to determine exactly how to use it in a formalized way. But while they strategize about how to push messages or disseminate information, they’re being preempted by rogue individuals who, in the true spirit of social media, stake a claim and represent their organization with nothing more than permission.
    Posted: 22 Jul 2009 08:36 AM PDT
    I’ve been creating free medical Web 2.0 Guidance Packages on Webicina.com for patients and for doctors as well. Such a package contains all the quality selected web 2.0 tools from blogs and communities to online slideshows and wikis that focus on one medical condition or medical specialty.
    The next package will be dedicated to Autism, so if you know a good blog, resource, Youtube channel, wiki, community or Twitter user writing focusing on autism, please let me know so I can include your suggestions.
    Thank you!
    That’s what we have so far:

    Webicina.com main page


    Posted: 21 Jul 2009 10:15 PM PDT
    I’ve come across a very interesting slideshow on the Open Medicine Blog. It’s good to see Cochrane Library is open to the new tools of the web.

    This posting includes an audio/video/photo media file: Download Now

    Posted: 21 Jul 2009 02:02 PM PDT
    I’ve found personal benefit to moving more and more of my information into “the cloud”. Web-based tools like Google Docs, Twitter, wordpress, delicious, etc. provide the freedom to access my resources regardless of device. The development of smart phones over the last several years makes this model of data creation/access particularly valuable. With MobileMe and LiveMesh, we get the additional value of being able to store resources – via the cloud – across multiple devices. Good ol’ redundancy. All is not well, however. Jonathan Zittrain states:

    But the most difficult challenge — both to grasp and to solve — of the cloud is its effect on our freedom to innovate. The crucial legacy of the personal computer is that anyone can write code for it and give or sell that code to you — and the vendors of the PC and its operating system have no more to say about it than your phone company does about which answering machine you decide to buy…This freedom is at risk in the cloud, where the vendor of a platform has much more control over whether and how to let others write new software.

    An API is at best a pacifier to sedate the majority, but it is a far cry from open source. To paraphrase Mark Pilgrim: open enough works for running programs now, but it is a long term sacrifice of freedom.

    Posted in Facebook, Twitter | Leave a Comment »

    Best layout and design for pharma- communication

    Posted by drneelesh on September 16, 2009

    Over the years companies have adopted various tactics to get doctors to engage with their online product presentations, or e-details. Initiatives include obtaining permission from doctors to email them an e-detail, placing the e-detail on a pharmaceutical website, placing a banner on a website linking to an e-detail, and placing the e-detail on a doctor community website. The results have been varied..

    There are a number of ways to e-present to doctors and choosing the best layout and design is not always easy. Making a simple bullet presentation with linear navigation (next/previous arrows) is one simple way to kill your content. But then, What actually works?
    • Pharma websites have been proved rarely to attract doctors (only 2 per cent of the 2,762 doctors questioned in a Doctors.net.uk survey stated pharmaceutical-owned websites as a source).
    • Banners on websites, although considered cheap, do not drive engagement and, dependent on banner location, may not allow you to know the profile of the individual clicking on your banner.
    • E-detail on a doctor community website, however, offers the advantage that doctors are already utilising the site on a daily basis, and campaigns can be promoted to specific specialties.
    Understanding the audience
    Doctors.net recently conducted a survey to investigate the best way to engage doctors with an e-detail. A total of 94 members of the community were surveyed, 32 of whom were GPs and 62 were in specialist care (across a number of different specialities). Of the 62 from specialist care, 43 were consultant/specialist registrar level. The study combined facilitated face-to-face research and non-facilitated online methodology to determine the optimal design structure for an e-detail based on doctor feedback and the speed with which doctors find information.
    In the online study, 84 doctors were shown wireframe templates of potential e-detail layouts (template 1 contained three key messages; template 2 offered menu navigation and prioritised key messages; template 3 provided menu navigation, and template 4 was a linear “click through”). Participants were asked for their preferred layout based on certain criteria such as ease of use, design, and simplicity. The content was presented as data only and did not involve webcasts (or other rich media). The doctors were invited to indicate their favourite and their second-favourite template based on how they would most like to receive information online. Responses were submitted through an online form and results were collated.
    Of the 84 doctors, 62 chose template 3: menu option as their most, or second most, preferred layout, making this the clear winner. With two points awarded for a first choice and one point for a second choice, the final rating was template 3: menu navigation in first place with 90 points, followed by template 2: menu navigation and prioritised key messages with 69 points, template 1: three key messages with 47 points and finally template 4: linear “click through” with 45 points.Doctors stated that they felt template 3 was clearly laid out and that the left hand navigation showed exactly where to go to get the required information. It was also seen to demonstrate good use of space and the top buttons were popular. In addition they felt that the headings were obvious and the fact that they could choose where to go, among other things, was appreciated.

    Below is a sample of template 3 – Menu navigation 

    Template 3: menu navigation prove to be the most popular choice in the online study, it also proved to be the most efficient format for finding information quickly, with the tasks being performed more than twice as quickly as with templates 2 and 4. Based on their speed, they also got to the information they wanted the quickest using template 3.
    Template 4: the linear “click through” model was the least popular with doctors in both studies.
    Recommendation to companies wishing to engage with their target doctors using email / epresentations in 2009 would be to use the Left menu navigation approach.

    Related articles 

    Posted in Usability, Website | Leave a Comment »

    P&G as models for Public Health and Social Marketers

    Posted by drneelesh on September 16, 2009

    What Public Health and Social Marketers Can Learn From P&G: “
    P&G brands
    While many people in social marketing and public health often look to companies such as Apple, Coca-Cola, McDonald’s and Nike as models for successful consumer marketing to aspire to, P&G stands out among the best and most innovative. What is most attractive to me about P&G is that they have 10 different business areas, ranging from baby care to home care, with 43 brands of over a half billion USD each. If you are in the public health business – not just the obesity, physical activity, breast cancer, HIV prevention or tobacco control business – then the way P&G creates and manages a portfolio of brands, not a unitary one, is where you should go to school.
    Here are a few nuggets quoted from their annual report – the core strengths to win:
    1. No company in the world has invested more in consumer and market research than P&G. We interact with more than five million consumers each year in nearly 60 countries around the world. We conduct over 15,000 research studies every year. We invest more than $350 million a year in consumer understanding. This results in insights that tell us where the innovation opportunities are and how to serve and communicate with consumers.
    2. P&G is the innovation leader in our industry. Virtually all the organic sales growth we’ve delivered in the past nine years has come from new brands and new or improved product innovation. We continually strengthen our innovation capability and pipeline by investing two times more, on average, than our major competitors. In addition, we multiply our internal innovation capability with a global network of innovation partners outside
    P&G. More than half of all product innovation coming from P&G today includes at least one major component from an external partner.
    3. P&G is the brand-building leader of our industry. We’ve built the strongest portfolio of brands in the industry with 23 billion-dollar brands and 20 half-billion-dollar brands. These 43 brands account for 85% of
    sales and more than 90% of profit. Twelve of the billion-dollar brands are the #1 global market share leaders of their categories. The majority of the balance are #2.
    4. We’ve established industry-leading go-to-market capabilities. P&G is consistently ranked by leading retailers in industry surveys as a preferred supplier and as the industry leader in a wide range of capabilities including clearest company strategy, brands most important to retailers, strong business fundamentals and innovative marketing programs.
    5. Over the decades, we have also established significant scale advantages as a total company and in individual categories, countries and retail channels. P&G’s scale advantage is driven as much by knowledge sharing, common systems and processes, and best practices as it is by size and scope.
    6. P&G has earned a reputation as one of the world’s best companies for leaders. We work hard at leadership development because, as a build-from-within company, our future success is entirely dependent on the ongoing strength of our talent pipeline.
    Put another way:
    Public health agencies should invest significant proportions of their resources in 
    (1) talking with and understanding their audiences (rather than a few focus groups here and there), 
    (2) innovating in public health programs (rather than recreating wheels or sitting still waiting for
    evidence bases to develop), 
    (3) creating and sustaining strong public health program brands (not their corporate image), 
    (4) being the go-to partner for public health retailers or intermediaries (not someone to avoid because of bureaucracy and painful ‘processes’), 
    (5) having in place common systems for getting things done across disease and behavioral risk areas 
    (6) developing leaders ratherthan rewarding the status quo.
    To sum it all up, as the new CEO Bob McDonald phrases it:

    I believe it comes down to one simple and remarkably constant
    factor: the clarity and constancy of P&G’s Purpose. Since the Company was
    founded, we’ve been in the business of providing daily essentials that improve
    the quality of people’s lives. We help people care for their babies, pets and
    homes. We make everyday chores easier to do. We help people look and feel
    better. We’ve stayed true to the inspiring Purpose of touching and improving
    people’s lives in meaningful ways.

    Posted in Business, marketing, Public Health | Leave a Comment »

    Nucleus art and HBO get Top 3D animation awards

    Posted by drneelesh on September 10, 2009

     The 1st Annual International  Science  Animation Awards (ISAA)  were      presented  in Guiyang, China  August 8th  2009. The event  honored the extraordinary   imagination and creativity of those  transposing scientific concepts and  conclusions into renderings of reality that reflect our unseen world. Finalists from Japan, Taiwan, China, Korea, and Thailand were in competition with pieces created for CNN, HBO, National Geographic, Bristol Meyer’s, and some of America’s top medical animation companies for awards in only four categories; Physical Science, Natural Science, Children’s Education, and Honorable Mention
    This year’s Sci-An Awards went to:
    •  Natural ScienceNATIONAL GEOGRAPHIC, USA for its comprehensive 3D animation of changing global conditions in “Global Warming”.

    • Physical Science NUCLEUS MEDICAL ART, USA for their detailed and nuanced 3D animation of human birth in “Birth and Complications”.


    • Children’s Education – JESTER INTERNATIONAL, Taiwan for their informative and cartoon-like depiction of healthy bacteria on a child’s arm fighting-off external pathogens for early primary school in “Oh! Bacteria”.

    • Honorable Mention was awarded to JANNIS PRODUCTIONS – USA for their complex and sophisticated rendering of bioactivity in the human brain at different stages of Alzheimer’s, in HBO’s special series “The Alzheimer’s Project”.



    A televised awards show will be aired later this year and includes a live orchestra tribute to the legendary Hayao Miyazaki’s animated films, with musical themes serenading brief montages from many of his animated features.

    Related website



    Posted in Animation, HBO | Leave a Comment »

    Technology based learning in Medicine? You wish!

    Posted by drneelesh on September 8, 2009

    Internet based training has been adopted in a number of disciplines but for some vested interests, not much progress has been made in the Medical field. Reasons given for this hesitation range from constructive real doubts (Will it teach them all the nuances they need to know?) to manipulative self doubts (what if the students don’t need me anymore?).Not too many of the Teachers realize that these tools are to assist them in grooming future doctors, and not to replace them in the system. The last time any major breakthrough was achieved in education was when oral teaching was supplemented by printing of books. I can only imagine the astonishment and resistance the teachers of that era would have expressed on realizing that students could get information in their absence, too!! “Stop printing Books!“, they said, ” It will poison the minds of our students. And anyways, what can some ink on paper teach a student without having heard the same thing from a Guru”s mouth?”. Use of internet in education is probably the single most beneficial addition to education after Printing.

    A study led by a team of education researchers from Mayo Clinic and recently published in the Journal of the American Medical Association concludes that Internet-based education generally is effective.The study was conducted by David Cook, M.D, and Denise Dupras, M.D., Ph.D., Patricia Erwin, and Victor Montori, M.D., all of Mayo Clinic; and Anthony Levinson, M.D., and Sarah Garside, M.D., Ph.D., from McMaster University.

    The research also showed that Internet-based instruction compared favorably to traditional instructional methods… confirm that, across a wide variety of learners, learning contexts, clinical topics, and learning outcomes, Internet-based instruction can be as effective as traditional methods.” Dr. Cook notes that Internet-based instruction has unique advantages, including flexible scheduling, adaptability of instruction, and readily available content that is easily updated. “As health care workers balance challenging practice demands, the ever-expanding volume of medical knowledge requires us to find more effective, efficient ways to learn,” says Dr. Cook. “Internet-based instruction will be an important part of the solution.


    News report on Eureka alert

    This is not the first report which says this, and this definitely wont be the last. Private players in India, like MEdRC Edutech have taken a bold lead in creating computer based medical e learning content and LMS, but with so much resistance in the higher places, it seems like a long war ahead for CBT pioneers in medicine.

    Posted in education, Electronic learning, Mayo Clinic | 2 Comments »

    Ingenious use of tech: Training Med Students in Second Life (virtual) Hospitals

    Posted by drneelesh on September 5, 2009

    A baby medical simulation mannequin.

    By Healthcareguy-

    Discover Magazine asks Can Training in Second Life Teach Doctors to Save Real Lives? While many in the tech world are looking at the ARRA Stimulus Bill’s money being spent on EMRs and giving the world the thousandth version of a medical records system it’s great to see some creative technologists are using their brains on simulations and training programs that could actually make better doctors, not just more efficient administrators. Here’s one of the main benefits:

    Of course, arguably the most significant benefit of SL training is the cost. Real-life training facilities require thousands, and sometimes millions of dollars to build and maintain, not to mention travel expenses for students and faculty. For example, Dartmouth Hitchcock Medical Center in Hanover, N.H., built a state-of-the-art training facility with rooms, dummies, equipment, and software. The price tag? Over $2.5 million. The sophisticated mannequins used by medical schools cost hundreds of thousands of dollars each. But SL simulation rooms can be created for minimal costs, and accessed from anywhere in the world for the price of an Internet connection.

    But it’s not all rosy — there hasn’t been enough evidence gathered yet, which the Discover article points out.

    At Imperial College London, David Taylor, director of virtual worlds and medical media in the Department of Biosurgery and Surgical Technology, has been doing his own research: “We tested [the virtual O.R.] in a controlled experiment on 40 first-year medical students prior to their first visit to a real O.R. We wanted to determine if [the SL program] gives them more confidence before their first exposure to the real thing. We’ve found it is just as effective as the training O.R. in the physical world.” Diener says that his surveys of medical students show that their emotional reactions to medical crises in SL are very similar to the ones they have to real-life simulations.

    Related articles

    Posted in Uncategorized | Leave a Comment »