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Author: Brian S McGowan, PhD

ABSTRACT: Critical Care Physicians: Attitudes, Beliefs, and Knowledge about Pressure Ulcers.

Abstract
OBJECTIVE: The objective of this study was to determine critical care physicians’ attitudes, beliefs, and knowledge toward pressure ulcer (PrU) prevention and treatment in critical care patients.
DESIGN:  Descriptive, correlational
PARTICIPANTS:  56 critical care physicians
MAIN OUTCOME MEASURES:  Survey instrument developed to collect demographic information and information regarding attitudes and beliefs about PrUs and PrU knowledge.
RESULTS:  The majority of physicians (69%) reported poor to adequate basic medical education training on PrU prevention and treatment. Sixty percent reported never attending a PrU lecture. Most physicians reported their role to be important to very important in the areas of PrU prevention (71.4%) and treatment (67.9%). Physicians’ perceived knowledge regarding PrU prevention and treatment was most frequently reported as adequate (48%) and poor (37%). The mean score on the knowledge test was 18.1 (range, 12-24; SD, 2.26), equating to a percentage score of 75%. No significant relationship was found between physicians’ perceived PrU knowledge and actual knowledge score.
CONCLUSIONS:  Prevalence rates of acquired PrUs in critical care adult patients are cited as the highest among hospitalized patients; thus, critical care physicians encounter patients at risk for or with PrUs regularly in clinical practice. Management of a critically ill patient requires a cohesive, multidisciplinary approach, including prevention and/or management of PrUs. The critical care physician, as a vital member of this team, may benefit from PrU education in an effort to heighten awareness of this phenomenon in critical care patients.

via Critical Care Physicians: Attitudes, Bel… [Adv Skin Wound Care. 2013] – PubMed – NCBI.

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EDITORIAL: Balancing Equivalence and Equipoise in Medical Education Research

Even in randomized controlled trials it is questionable whether students in the control arm will receive less benefit. Evidence has grown over many years that patients in clinical research trials achieve better outcomes regardless of which arm of the trial they are assigned to.4 Could the same be true of medical educational research? If so, how would we find out?

 

http://www.stfm.org/fmhub/fm2012/April/Kieran275.pdf

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RESOURCE: Big Data Use In Healthcare Needs Governance, Education

Healthcare organizations should adopt a standardized framework for data governance if they want to harness the power of big data, says a new report. But governance is but one element in the highly complex world of healthcare information, where many long-held practices must change, says the report, from the Institute for Health Technology Transformation (IHT2), a New York-based research and consulting firm.
Citing a 2011 McKinsey & Co. study, IHT2 said the U.S. healthcare industry could potentially save $300 billion a year with the help of advanced analytics, but healthcare organizations continue to struggle with managing and leveraging the vast stores of data they are building up.

via Big Data Use In Healthcare Needs Governance, Education – Healthcare –.

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RESOURCE: Health Care Quality Measurement for Doctors’ Offices Needs Improvement

In its 2001 report Crossing the Quality Chasm, the Institute of Medicine outlined six domains of quality in medical care: safety, effectiveness, patient-centeredness, timeliness, efficiency and equity. But, Dr. Tara Bishop writes in a new viewpoint article published online March 21, in the Journal of the American Medical Association (JAMA), current quality measures for the outpatient setting do not include all of these domains. As a result, quality measurement and quality improvement efforts in the outpatient setting have neglected critical areas of high quality care.

“The majority of outpatient quality measures focus on preventive care, chronic disease care and, to some extent, timeliness of care and patient centeredness,” says Dr. Bishop, an assistant professor of public health and assistant professor of medicine at Weill Cornell Medical College. Dr. Bishop is also the Nanette Laitman Clinical Scholar in Public Health/Clinical Evaluation and an assistant attending physician at NewYork-Presbyterian Hospital/Weill Cornell Medical Center. “But safety, high-level effectiveness, coordination and efficiency are not captured in the current measures of outpatient quality.”

via News | Weill Cornell Medical College | Cornell University.

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ABSTRACT: Understanding the Group Size Effect in Electronic Brainstorming

A number of studies on electronic brainstorming have found that large electronic groups can facilitate the number of ideas generated relative to control groups of similar numbers of solitary performers (nominal groups). Thus far there is no clear evidence for the basis of this facilitative effect. The most likely explanation is that group members benefit from exposure to the wide range of ideas in large groups. Since most electronic brainstorming studies appear to divide the presented ideas into subfolders to avoid overloading participants with too many ideas, this practice may be important for demonstration of a benefit of exposure to a large number of ideas. The present study was designed to assess the role of number of ideas and number of folders on individual idea generation and to eliminate some alternative interpretations for the group size effect. Participants performed an idea generation task on computers while being exposed to either no ideas, 28 ideas, or 112 ideas. The 28 and 112 ideas were presented in either one, four, or eight folders. The results indicated that only the number of ideas factor was important for facilitating idea generation.

via Understanding the Group Size Effect in Electronic Brainstorming.

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RESOURCE: Infographic: What Role Will Mobile Play in The Future of Higher Learning

A new infographic based on New Media Consoritum’s 12 emerging technologies to watch highlights how mobile technologies will impact the future of higher learning. From smartphones to smart wearable devices, there’s a wide assortment of gadgets and corresponding features that may change how we learn in the coming years.
So what are the 12 technologies to look out for?

via Infographic: What Role Will Mobile Play in The Future of Higher Learning | Mobile Marketing Watch.

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ABSTRACT: Web Science in Medicine and Healthcare.

Abstract
Objectives: Medical social-media provide a new source of information within information gaining contexts. Facts, experiences, opinions or information on behaviour can be found in the medical web and could support a broad range of applications. The intention of this Focus Theme is to bring the existing research together and to show the possibilities, challenges and technologies for Web Science in medicine and healthcare. Methods: This editorial provides an overview on the landscape of medical social-media and their possibilities in supporting healthcare. Further, it summarizes the three papers included in this Focus Theme. Results and Conclusions: The three papers of this Focus Theme consider different aspects of Web Science in medicine which are 1 detection of drug interactions from social media, 2 inferring community structures from online forums and 3 improving access to online videos through assignment of SNOMED CT terms. All three papers show the potential of medical social-media in supporting health information gathering processes from the web. However, several issues still need to be addressed in future: Methods are necessary for identifying high quality information from the medical web as well as for processing the language that is used by social media users to report about their symptoms, diseases and other health issues.

via Web Science in Medicine and Healthcare. [Methods Inf Med. 2013] – PubMed – NCBI.

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RESOURCE: Reflections of a mooc unvirgin

I recently completed my first mooc, and I will soon receive the certificate to prove it.

Many people don’t think a certificate of completion means much, but this one will mean a lot to me. I put substantial time and energy into this course, so it will be satisfying to have something tangible to recognise it.

….

Eventually I settled on The University of Edinburgh’s E-learning and Digital Cultures mooc, because it targeted practising e-learning professionals who “want to deepen their understanding of what it means to teach and learn in the digital age”, not to mention the fact I was fascinated by its coverage of popular culture.

So my first learning – before I even began – was that all moocs are different. You can’t tar them with the one brush.

Anyway, I thoroughly enjoyed the EDCMOOC. In my opinion, it had a lot going for it. Having said that, however, every course has its pro’s and cons, and this one was no exception…

via Reflections of a mooc unvirgin | E-Learning Provocateur.

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RADAR: An approach for helping students evaluate Internet sources

Abstract

The Internet has become an integral part of all aspects of the life of twenty-first-century learners. Yet research shows that students’ ease and familiarity with the mechanics of the medium are not matched by their ability to evaluate electronic sources critically. Both faculty and library professionals are acutely aware of this, and much help is available to students in the form of checklists and guides to evaluating Internet sources. Students still seem to be falling through the cracks, however. The author suggests the adoption of the ‘RADAR’ approach to evaluating Internet sources. Just as a ship’s captain needs electronic radar to navigate safely and efficiently through the ocean, so the information searcher needs a similar scanning device, that is, a critical, mental radar, when exploring the vast sea of information on the Internet. This device can help students develop a critical awareness of the need to establish the Relevance, Authority, Date, Appearance and Reason for writing of each web source that they encounter. Preliminary qualitative research amongst both native and non-native English-speaking college students suggests a positive user response to both the concept and the tool, providing grounds for further empirical investigation.

via RADAR: An approach for helping students evaluate Internet sources.

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MANUSCRIPT: A Cognitive Theory of Multimedia Learning: Implications for Design Principles

In multimedia learning the learner engages in three important cognitive processes. The first cognitive progress, selecting, is applied to incoming verbal information to yield a text base and is applied to incoming visual information to yield an image base. The second cognitive process, organizing, is applied to the word base to create a verbally-based model of the to-be explained system and is applied to the image base to create a visually-based model of the to be- explained system. Finally, the third process, integrating, occurs when the learner builds connections between corresponding events (or states or parts) in the verbally-based model and the visually-based model. The model is explained more fully in Mayer (1997), and has generated a series of experiments yielding five major principles of how to use multimedia to help students understand a scientific explanation. Each principle of multimedia design is subject to further research.

 

http://www.unm.edu/~moreno/PDFS/chi.pdf

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