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Author: Brian S McGowan, PhD

ABSTRACT: Improving performance of natural language processing part-of-speech tagging on clinical narratives through domain adaptation

Abstract:

Objective Natural language processing NLP tasks are commonly decomposed into subtasks, chained together to form processing pipelines. The residual error produced in these subtasks propagates, adversely affecting the end objectives. Limited availability of annotated clinical data remains a barrier to reaching state-of-the-art operating characteristics using statistically based NLP tools in the clinical domain. Here we explore the unique linguistic constructions of clinical texts and demonstrate the loss in operating characteristics when out-of-the-box part-of-speech POS tagging tools are applied to the clinical domain. We test a domain adaptation approach integrating a novel lexical-generation probability rule used in a transformation-based learner to boost POS performance on clinical narratives.Methods Two target corpora from independent healthcare institutions were constructed from high frequency clinical narratives. Four leading POS taggers with their out-of-the-box models trained from general English and biomedical abstracts were evaluated against these clinical corpora. A high performing domain adaptation method, Easy Adapt, was compared to our newly proposed method ClinAdapt. Results The evaluated POS taggers drop in accuracy by 8.5–15% when tested on clinical narratives. The highest performing tagger reports an accuracy of 88.6%. Domain adaptation with Easy Adapt reports accuracies of 88.3–91.0% on clinical texts. ClinAdapt reports 93.2–93.9%. Conclusions ClinAdapt successfully boosts POS tagging performance through domain adaptation requiring a modest amount of annotated clinical data. Improving the performance of critical NLP subtasks is expected to reduce pipeline error propagation leading to better overall results on complex processing tasks.

via Improving performance of natural language processing part-of-speech tagging on clinical narratives through domain adaptation — Ferraro et al. — Journal of the American Medical Informatics Association.

MANUSCRIPT: THE EFFECT OF THE FLIPPED CLASSROOM ON STUDENT ACHIEVEMENT AND STRESS

In this investigation, the effect of the flipped classroom and associated differentiation was studied to measure the impact on student achievement and student stress levels. For the second semester of their senior year, students watched video lectures outside of class and completed assignments during class time. Students reported lower stress levels in this type of classroom environment compared to other classes. While semester grades showed improvement, exam grades did not show significant improvement. Overall, students displayed positive feelings towards the treatment and enjoyed the associated benefits of being able to choose their own assignments and explore concepts they found interesting more in-depth.

http://etd.lib.montana.edu/etd/2012/marlowe/MarloweC0812.pdf

RESOURCE: Flipping the Classroom

“Flipping the classroom” has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and Science (Mazur, 2009); In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.

Bloom’s Taxonomy (Revised)
In terms of Bloom’s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which “first exposure” occurs via lecture in class, with students assimilating knowledge through homework; thus the term “flipped classroom.”

via Flipping the Classroom | Center for Teaching | Vanderbilt University.

RESOURCE: San Jose State U. Says Replacing Live Lectures With Videos Increased Test Scores – Wired Campus – The Chronicle of Higher Education

The 85 students in the flipped course at San Jose State watched the edX lecture videos at home and attended class twice a week to practice what they had learned and ask questions. Two other sections of students took a traditional version of the course.

The midterm-examination scores of students in the flipped section were higher than those in the traditional sections, said Mr. Ghadiri. Although the midterm questions were more difficult for the flipped students, their median score was 10 to 11 points higher.

The final reckoning of whether the students have learned better through the flipped classroom will come in the class’s last week. Professors plan to give the same final exam to all of the sections. Researchers will then control the data for grade-point average and prerequisite knowledge to “prove to ourselves and fellow faculty that we didn’t stuff the classroom with dead ringers,” Mr. Parent said.

The university will also survey students’ views of their experience in the alternative format before deciding whether to develop more flipped-classroom courses. “I think, in a way, that’s more important,” said Ping Hsu, interim dean of engineering. “If students feel this is a better way to learn, then that says a lot, perhaps more than exam scores.”

via San Jose State U. Says Replacing Live Lectures With Videos Increased Test Scores – Wired Campus – The Chronicle of Higher Education.

RESOURCE: Gathering Evidence that Flipping the Classroom can Enhance Learning Outcomes | Emerging Education Technology

Three universities provide empirical evidence supporting the potential for ‘the flip’ to make a measurable difference in engagement and learning.

As an advocate of the potential of the flipped classroom, it’s rewarding and encouraging when student and teacher feedback supports the benefits of this approach, and this happens quite often. However, a wealth of measurable evidence that the technique can improve learning outcomes would go a long way towards convincing educators everywhere that this is an important technique to consider leveraging further in our schools.

Not long ago I stumbled across an article about San Jose State University that discusses measurable improvements in test scores in a course in which some students used a flipped model. This weekend I went in search of more such examples, and share these findings here.

via Gathering Evidence that Flipping the Classroom can Enhance Learning Outcomes | Emerging Education Technology.

ABSTRACT: The use of personal digital assistants in clinical decision making by health care professionals: A systematic review

Abstract:
Ownership of personal digital assistants PDAs and smartphones by health professionals is increasingly common. Providing the best available evidence at the point of care is important for time-poor clinical staff and may lead to benefits in the processes and outcomes of clinical care. This review was performed to investigate the usefulness of PDAs in the clinical setting. MEDLINE, Embase, CINAHL and the Cochrane Central Register of Controlled Trials were searched from 2000 to March 2010. Randomised controlled trials that evaluated the effects on the processes or outcomes of clinical care of using PDAs compared with not using a PDA were included. Two reviewers independently reviewed citations and abstracts, assessed full text articles and abstracted data from the studies. Seven trials met the review inclusion criteria, of which only three were of satisfactory quality. Studies investigated the use of PDAs either in recording patient information or in decision support for diagnoses or treatment. An increase in data collection quality was reported, and the appropriateness of diagnosis and treatment decisions was improved. PDAs appear to have potential in improving some processes and outcomes of clinical care, but the evidence is limited and reliable conclusions on whether they help, in what circumstances and how they should be used are not possible. Further research is required to assess their value and ensure full benefits from their widespread use, but the pace of technological development creates problems for the timely evaluation of these devices and their applications.

via The use of personal digital assistants in clinical decision making by health care professionals: A systematic review.

Elsevier Office of Continuing Medical Education, AcademicCME, and ArcheMedX Announce Collaboration

To improve the meaningful impact of CME; Elsevier and AcademicCME will develop a new online CME model powered by the ArcheMedX connected learning platform.

Philadelphia, PA (PRWEB) March 12, 2013

Elsevier’s Office of Continuing Medical Education (EOCME) announced today a collaborative partnership with AcademicCME and ArcheMedX to deliver innovative, comprehensive continuing medical education (CME) programs powered by the ArcheMedX Learning Architecture, an informatics-driven, connected learning platform.

“We are pleased to be able to partner with such a highly regarded medical education company with deep expertise in so many therapeutic areas and look forward to leveraging the ArcheMedX platform to support these high-quality programs. Our partnership with the team at AcademicCME has allowed us to create and distribute a series of medical education programs through a variety of Elsevier-owned channels. Time after time the practical content that AcademicCME generates has been very well received by our community of learners,” commented Sandy Breslow, Director of the EOCME.

As Dr. Timothy Hayes, President of AcademicCME, explains, “By partnering with EOCME, we are building upon our past successes and look forward to enhancing and expanding our collective CME offerings. And with ArcheMedX powering the new online CME model, we will be able to seamlessly connect the educational content we develop with the broad library of content published and owned by Elsevier.”

Access to the new programs will begin in late spring for Elsevier’s registered learners. To learn more about the new CME programs and how the ArcheMedX platform and connected learning tools are being leveraged, please contact Sandy Breslow or Dr. Timothy Hayes. For additional information on ArcheMedX, please contact Joel Selzer, Co-Founder & CEO, at ArcheMedX.

About Elsevier and the Elsevier Office of CME
As the world’s leading provider of science and health information, Elsevier serves more than 30 million scientists, students and health and information professionals worldwide. By partnering with a global community of 7,000 journal editors, 70,000 editorial board members, 300,000 reviewers and 600,000 authors Elsevier advances science and health by providing world-class information and innovative tools that support critical decisions, enhance productivity and improve outcomes. The mission of the Elsevier Office of CME is to plan, develop and implement educational interventions that align with the needs of health care providers to improve clinical competence, performance, and measurable patient outcomes. Visit http://www.elseviercme.com for more information.

About AcademicCME
AcademicCME is a physician/educator-lead, healthcare solutions medical education company designed to impact practice behavior and thus patient outcomes. AcademicCME leadership draws on the more than 45 years of clinical experience of its staff physicians in clinical practice and education, which provides a unique understanding of the dynamics between physician behavior, patient care and practice-based educational needs. Visithttp://www.academiccme.com for more information.

About ArcheMedX
ArcheMedX is a healthcare informatics and e‐learning technology company with the singular mission to build the structure required to transform medical education through new connected learning and assessment models. By engineering an informatics‐powered architecture that organizes and connects the natural learning actions of clinicians in one system, ArcheMedX simplifies lifelong learning and streamlines the process of educational planning, assessment and support. Visit https://archemedxinc.wpengine.com for more information.

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MANUSCRIPT: Advancing Teaching and Learning In Medical Education Through The Use of Concept Maps

Abstract. The purpose of this study was to investigate the ways in which the use of concept maps influenced the learning processes of third year internal medicine students in the context of medical education. Sixty-three students were taught to use concept mapping as a learning strategy at the beginning of their internal medicine rotation. The first and final concept maps created by these students were collected and scored. Results indicate that there was a significant difference in the concept map scores of students during their clerkship rotation. Implications for teaching and learning in medical education are drawn

http://cmc.ihmc.us/cmc2006Papers/cmc2006-p40.pdf

MANUSCRIPT: The Theory Underlying Concept Maps and How To Construct Them

Concept maps are tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts or propositions, indicated by a connecting line between two concepts. Words on the line specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as + or %. Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected with other words to form a meaningful statement. Sometimes these are called semantic units,or units of meaning

http://www.stanford.edu/dept/SUSE/projects/ireport/articles/concept_maps/The Theory Underlying Concept Maps.pdf

RESOURCE: Group work advice for MOOC providers

The most valuable aspect of MOOCs is that the large number of learners enables the formation of sub-networks based on interested, geography, language, or some other attribute that draws individuals together. With 20 students in a class, limited options exist for forming sub-networks. When you have 5,000 students, new configurations are possible.

The “new pedagogical models” (A Silicon Valley term meaning: we didn’t read the literature and still don’t realize that these findings are two, three, or more decades old) being discovered by MOOC providers supports what most academics and experienced teachers know about learning: it’s a social, active, and participatory process.

The current MOOC providers have adopted a regressive pedagogy: small scale learning chunks reminiscent of the the heady days of cognitivism and military training. Ah, the 1960′s. What a great time to be a learner.

In order to move past this small chunk model of learning, MOOC providers will need to include problem based learning and group learning in their offerings. That won’t be easy. MOOCs have high dropout rates. Which means that if you’re assigned to a group of 10 learners, by the end of the course, you’ll be the only one left.

via elearnspace › Group work advice for MOOC providers.