Barefoot Running- Are we getting away from it?

With lifestyle and adoption, it seems, human being is evolving to move away from barefoot running. Once it was so easy, that the caveman did it.

Amplify’d from well.blogs.nytimes.com

Are We Built to Run Barefoot?

At a recent symposium of the American College of Sports Medicine’s annual meeting in Denver, cutely titled “Barefoot Running: So Easy, a Caveman Did It!,” a standing-room-only crowd waited expectantly as a slide flashed up posing this question: Does barefoot running increase or decrease skeletal injury risk?

“The answer,” said Dr. Stuart J. Warden, an associate professor of physical therapy at Indiana University, “is that it probably does both.”

So what really happens to a modern runner when he or she trains without shoes or in the lightweight, amusingly named “barefoot running shoes” that are designed to mimic the experience of running with naked feet? That question, although pressing, cannot, as the newest science makes clear, easily be answered.

Most of us, after all, grew up wearing shoes. Shoes alter how we move. An interesting review article published this year in The Journal of Foot and Ankle Research found that if you put young children in shoes, their steps become longer than when they are barefoot, and they land with more force on their heels.

Based on such findings, it would seem as if running barefoot should certainly be better for the body, because less pounding should mean less wear and tear. But there are problems with that theory. The first is that the body stubbornly clings to what it knows. Just taking off your shoes does not mean you’ll immediately attain proper barefoot running form, Dr. Lieberman told me. Many newbie barefoot runners continue to stride as if they were in shoes, landing heavily on their heels.

So where does all of this new science leave the runner who’s been considering whether to ditch the shoes? The “evidence is not concrete for or against barefoot or shod running,” said Allison H. Gruber, a doctoral candidate at the University of Massachusetts and lead author of the hertz study. “If one is not experiencing any injuries, it is probably best to not change what you’re doing.”

On this point, he and all of the scientists agree. Humans may have been built to run barefoot, “but we did not evolve to run barefoot with bad form.” Read more at well.blogs.nytimes.com

 

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Without Complimenting Graphics- Good Content Goes to Die

A must read for all who care about transforming knowledge into WISDOM.

Amplify’d from www.learningsolutionsmag.com

Are Other People's Graphics Better Than Yours? Here's What to Do About It.

There was a time when instructional designers didn’t need to worry about graphics. Among other things, the skills and tools were highly specialized, which meant that instructional designers or technical writers wrote and graphic artists did graphics.

Today, almost every authoring tool contains a graphic drawing component, and your boss knows it. “Hire a graphic artist? You’ve got to be kidding me. Why can’t you do it yourself?”

Of course, there are a number of reasons why you shouldn’t have non-graphical people doing their own graphics, but if you think that your boss will have a change of heart and hire a professional graphic designer to help with your project, you may be making a big mistake.

It would be better for you to learn a few reasons why graphics that other people create are better than your graphics, and to take the steps needed to make your graphic images appear more professional.

Left brain versus right brain

As a rule, when you write descriptions of processes or procedures, you use your left brain, but graphic designers utilize their right brains (creativity) more than their left.

Does that mean you cannot create your own graphics? Absolutely not. But you should be aware that it will be easier to create your graphics if you separate the two tasks. Write your text first, and then review it later with a focus on graphics – and with your mind in right-brain mode.

As you review the text, identify “visual clue” words that lend themselves to graphics. For example, if the text describes a program that runs under another program or within a certain operating system, “under” and “within” are visual clue words that will help you to create an appropriate graphic.

Some specific guidelines

There are a number of fine points in the use of graphics that will give your production a more professional appearance. Here are the key ones.

Orientation

Gradients

Fonts

Arrows and Arrow lines

Colors

Photos

White space

Will your graphics ever be better than other people’s graphics?

If you are patient and practice these skills, it won’t be long before someone says, “Hey, that’s pretty nice!” And then you’ll know you can wear that Graphic Designer hat proudly as you create your own graphics. Read more at www.learningsolutionsmag.com

 

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Condoms for 11 yr school kids in Philly

Philadelphia Department of Public Health in one of its STD (Sexually Transmitted Diseases) Control Program initiative, have now established the facility where 11 year old school children can order condoms online without their parent's consent.



"Playing it safe just got easier. If you live in Philadelphia and are between the ages of 11 and 19 you can now have condoms mailed directly to you for FREE." is what the website says.



Facebook: http://www.facebook.com/TakeControlPHL?sk=info

Amplify’d from www.takecontrolphilly.org

Read more at www.takecontrolphilly.org

 

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Smart Phones & Tablet Usage in Pharma

Survey of over 5,400 specialists, PCPs on Physicians Consulting Network indicates 2/3 own smartphones, 1/4 have tablets

Amplify’d from www.knowledgenetworks.com

New York, NY; March 31, 2011: For pharmaceutical companies marketing to health care professionals, going mobile is only part of the story. New research by Knowledge Networks using the Physicians Consulting Network (PCN®) shows that doctors are seeking a combination of digital and in-person marketing. Specialists and PCPs alike are relying more and more on smartphones and tablets to check email, research medications and conditions, and take online surveys; but they still prefer in-person visits with drug sales reps over electronic pharma marketing ("e-detailing") by a factor of three to one.

Drawing on responses from 5,490 doctors, the 2011 Digital MD Marketing research shows that

67% of PCPs and 61% of specialists now have a smartphone (64% of doctors overall) 27% of PCPs and specialists alike have tablet computers (such as iPads) – about 5 times the level in the general population Shopping and survey taking via mobile devices have grown significantly since 2010, but "e-detailing" grew less dramatically and is less common Reference applications, such as Epocrates and WebMD, are the most popular mobile medical "apps" – while apps from pharmaceutical manufacturers receive minimal use Read more at www.knowledgenetworks.com

 

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Popular ID Models- Algo-Heuristic Model

Landamatics, or Algo-Heuristic Theory as it was originally called, was developed by Lev Landa in the early 1950’s.

Landa (1975) said, "It is common knowledge that pupils very often possess knowledge that is necessary in a certain subject, but they cannot solve problems. Psychologists and teachers often explain this by saying that their pupils do not know how to think properly, they are unable to apply their knowledge, the processes of analysis and synthesis had not been formed in their minds, . . .".

Landa believes knowledge is made up of three elements:

1. image – the mental picture of an object,

2. concept – the knowledge of the characteristics of an object,

3. propositions – the relationships the object and it’s parts to other objects.

Specification of Theory

(a) Goals and preconditions

Problem-solving:

Processes – Sets of operations: Operations are transformations of (or changes to) material objects or mental models.



(b) Principles

1. It is more important to teach algo-heuristic processes versus prescriptions.

2. Processes can be taught through prescriptions and demonstrations of operations. (Operations = changes of mental or material knowledge)

3. Discovery of processes is more valuable than providing formulated processes.

4. Individualize instruction.



(c) Condition of learning

1. Instructional processes are influences directed by a “teacher” and directed at transformation. (teacher refers to any teaching agent, live or material, i.e. books, AV, computer)

2. Instructional processes are affected by teacher actions or instructional operations.

3. Instructional processes can be affected by certain conditions.

- external conditions, student psychology, teacher knowledge

4. There are three types of instructional rules: descriptive, prescriptive, and permissive. Descriptive rules are statements about what occurs. Prescriptive rules are statements about what should be done. Permissive rules indicate possible alternatives to prescriptive rules.



(d) Required media

None



(e) Role of facilitator

Teaching involves solving instructional problems; the teacher has to determine and perform actions that should be executed in order to meet objectives.



(f) Instructional strategies

Determining Content

1. Uncover process underlying expert learners and mastery level performers.

2. Describe the process with a hypothetical descriptive model.

3. Test the correctness of the model.

4. Improve the model if necessary.

5. Optimize the model if possible.

6. Design the final algorithmic or non-algorithmic process to allow the learners to perform on a mastery level.

7. Identify learning procedures leading to the development of algorithm or heuristic performance.

8. Design algo-heuristic teaching procedures.

9. Design algo-heuristic based training materials.

10. If necessary, create a computer-based or other media based programmed instruction.

11. Design methods for evaluation.

Instructional Method 1 – The step-by-step approach

1. Present the procedure to the student and demonstrate problem solving.

2. Develop the first operation.

3. Present a problem that requires the first operation and practice that operation.

4. Develop the second operation.

5. Present a problem that requires application of both operation and practice.

6. Develop the third operation.

7. Present a problem that represents all three problems.

8. Proceed until all problems are mastered.



Instructional Method 2 – Developing individual operations

1. Determine whether the student understands the meaning of a direction in the a prescription and its operations.

If yes:

2. Present a problem that requires application of the problem.

3. Name the operation (give the learner a self-command) before he/she executes the problem.

4. Present the next problem and have the learner give the command internally.

5. Continue practicing the operation until mastery.

If no:

2. Explain what the student does not understand.

3. Test the correctness of understanding and allow for practice. Provide extra explaination and practice.

4. Go to #2 under “yes” above.



(g) Assessment method

Student is able to complete the operation at a mastery level.



Application- Complex Sciences such Neurosciences.

Testimonials-  Allstate's claim processing operation improved productivity 75% and quality 90%.

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Popular Instructional Design Models

Learning theory is the study of how people learn. Instructional Design Theory is the study of how to best design instruction so that learning will take place. Instructional design theory, then, is drawn from learning theory.



There are many Instructional Design Models that have been researched upon and proposed out. Some most popular of them are as below.



ADDIE (Assess – Design – Develop – Implement – Evaluate):



Perhaps the most popular, common and straightforward ID model. Most of the current instructional design models are variations of the ADDIE process.

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Instructional Design: The Prism Sides

Instructional Design is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences.



Instructional Design as a Process:



Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analyzing learning needs and goals and the development of a delivery system to meet those needs.



Instructional Design as a Discipline:



Instructional Design is a branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.



Instructional Design as Reality:



Instructional design can be started at any stage in the design process. Often a outline of an idea is developed to give the foundation of an instruction-situation. By the time the entire process is done the designer reviews back and checks to see that all parts of the "science" have been taken into consideration. Then the entire process is documented as if it occurred in a systematic fashion.

Instructional Technology:

Instructional technology is the systemic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems.

Instructional Technology = Instructional Design + Instructional Development

Next Episode: How Many Instructional Design Models for E-Learning do we know.

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Social Networking becomes Targeted for the future

Social Networking at its emergence sprouted with the enablement of peer to peer connection in an open invitation method. Its huge mass adoption is the testimonial of the fact that the platform took its flight so high because it was launched, tested, released- whatever, among all to be able to connect with all and to share all.

With countless considerations and debates, organizational learning has once and again evaluated ways to leverage Social Networking as a potent tool to raise Social Learning. One of the major industry segments that is still tied up with its once created standards and unable to fully accept social networking at an organizational level is Healthcare (encompassing medical, pharmaceutical, biotechnology, etc).

A door has opened now. Instead of considering already ripe social network platforms such as Facebook, Twitter, Xing, etc, Healthcare organizations can use plan-B to leverage social networking.

Develop a targeted community, design a close loop social network with the targeted community, implement the platform, establish how much external information-exchange would be safe (allowing exchanges with Facebook, Twitter, etc) and implement social media policies for user groups and communities.

TARGETED SOCIAL NETWORKING is the next avatar of the now social network.


Case 1:

Merck Serono has set up an international social network for multiple sclerosis patients. Unite MS will allow patients to create their own profile on the site, connect with fellow sufferers, rate content, ask questions to experts, contribute blog posts and share experiences.

Source: www.unitems.net

The FDA has been into work for devicing guidelined for social media usage and adoption by the Healthcare community. The delay has been daunting several ready-to-adopters.


Case 2:

Astrazeneca sought opinions from health bloggers and influential online leaders last autumn and has just published a white paper that concludes patient interests are served through appropriate pharma use of social media.

Source: http://www.azhealthconnections.com/

I advice my clients to evaluate community- personalized, customized Social Learning Platforms/ Social Networking Platforms with predetermined access and information exchange rights governed by powerful and detailed monitoring and regulation based analytical engines. It is never too far from reach and can be easily contributed to respective communities for advanced social sharing, learning and care deliveries. Care no more can only be delivered through patient facilities.

Lets connect to discuss how you can bring this to your organization

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Big Apps for the Big City- City of New York

For the second year, the City of New York is improving the way it provides information and transparency to citizens. But delivering great information requires great tools. The NYC BigApps Competition will reward the developers of the most creative, best implemented, and impactful applications for delivering information from the City of New York's NYC.gov Data Mine to interested users.







App Types:

Mobile

SMS

Web



Categories:



Developer Tools

Eating in NYC

Exploring NYC

Getting around NYC

Living in NYC

Politics and Civics

Real Estate

Staying active in NYC



For Submissions, visit http://nycbigapps.com/submissions

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NYC Condom Finder App for iPhone & Android Tablets

Too much of an App development !!! Or are we expecting more to come.

Amplify’d from www.good.is

Culture   New York City Launches the World's First Condom App

Since 1971, the New York City Department of Health has given residents and visitors tens of millions of free condoms through distribution locations throughout the city. Today, the department is doing itself one better, launching the world's first smartphone app to help people in the boroughs find a condom when they need one.

"We want New York City to be the safest city in the world to have sex," says Dr. Monica Sweeney, the city's assistant health commissioner. "A lot of people come here for that, so we want them to practice safer sex."

Called simply "NYC Condom Finder," and available for download on iPhone and Android phones, the app uses GPS navigation to locate and provide walking directions to the five nearest venues that give out NYC Condoms. Considering that there are 3,000 such venues throughout the city, it's unlikely a person would ever be very far from a gratis prophylactic.

Here's to safer Valentine's Day romance in New York City tonight. Read more at www.good.is

 

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Social SIMs for medical training

SIMs have gained acceptance for pre-job training, especially in the medical segment.

Amplify’d from news.sky.com

Virtual Patients Help Train Student Nurses

A new virtual hospital is helping student nurses to perfect their skills before they treat real patients.

Students at Birmingham City University create their own avatars, which they then control on simulated wards.

They learn to monitor patients by keeping track of their heart rate, temperature, urine output and other read-outs.

Abnormal readings prompt them to work out what's wrong and what action to take. Read more at news.sky.com

 See this Amp at http://bit.ly/gwgXN3

Google Body adds to Healthcare Learning and Training

Another milestone in interactive medical learning and education.

Amplify’d from ben1976.wordpress.com

Play doctor using Google Body- brought to you by Google Labs

Google Earth is a virtual globe, map and geographical information program that was originally called EarthViewer 3D, and was created by Keyhole, Inc, a company acquired by Google in 2004. The product was re-released as Google Earth in 2005.

Last year Google launched its new high-tech 3D product- Google Body. Google Body is a detailed 3D model of the human body. You can peel back anatomical layers, zoom in, and navigate to parts that interest you. Click to identify anatomy, or search for muscles, organs, bones and more.

Google Body, which is already available in web form, can now run on Android tablets that use the 3.0 Honeycomb version of Google’s mobile operating system. Using 3D graphics capabilities of the latest tablets such as Motorola’s Xoom, the hardware is now good enough to properly display a 3D-heavy app such as Google Body, which lets you look at your organs, muscles and bones.

See more at ben1976.wordpress.com

The Healthcare Learning Clinic Read more at ben1976.wordpress.com

 

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Scientific Discovery Instructional Strategy

Amplify’d from ben1976.wordpress.com

The Healthcare Learning Clinic Read more at ben1976.wordpress.com

Scientific Discovery- the best instructional approach for online science education Filed under: Healthcare Education, Healthcare/Pharma/Medical Education and Learning, medical education, Scientific Learning and Training by Ben — Leave a comment February 2, 2011

A Case Example:

To teach the Motion of  a Projectile, a simulation can be created as an applet. The “Reset” button brings the projectile to its initial position. You can start or stop and continue the simulation with the other button. If you choose the option “Slow motion”, the movement will be ten times slower. You can vary (within certain limits) the values of initial height, initial speed, angle of inclination, mass and gravitational acceleration. Below is an example of similar instruction as created at Walter Fendt.

Another interesting example can be seen at Glovico.org. Glovico provides a social business platform to learn and teach languages. Teachers are native language experts who decide their coaching prices. Students get the liberty to choose teachers based on prices and ratings.

I remember learning about Set Theory and Venn Diagrams in the late 90′s by reading text books and practicing exercises on paper notebooks. I feel envious of what technology has brought to today’s mathematics students. Utah State University has been creating interactive mathematics exercises that allow Discovery-Based learning for student. Using applet-based intuitive functions and guided instruction, students can explore and attempt randomized mathematical problems.

See more at ben1976.wordpress.com

 

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Re-inventing the wheel- collaborative drug discovery

Traditional Model for pharmaceutical drug discovery, development and testing is being challenged on all sides. Strict regulatory reforms create a tougher review and approval process for pharma industry. Saving on development time and capital costs is what is to be achieved through collaborative partnerships.

Amplify’d from medhealth.tmcnet.com

Endo Pharmaceuticals Embraces Virtual R&D to Expand Drug Pipeline

MedHealthWorld interviewed Ivan Gergel, M.D. the Executive Vice President for Research and Development at Endo Pharmaceuticals to find out more about the Endo strategy for innovation and growth.

MHW: Could you explain how this virtual R&D model works in practice?

IG:  Our Virtual Discovery Program now combines in-house experts in multiple research fields with using the know-how of research partners in India and in other countries that have strong drug discovery development track records. Our in-house team provides the essential oversight and direction and using multiple remote research teams allows us to take “more shots on goal,” to increase the likelihood of producing viable products in a shorter period of time.

Virtual R&D allows Endo to take on multiple development opportunities without investing in in-house facilities and specific capabilities that can be handled by contracting with experts. So Endo has biochemists and other scientists working in our U.S. location, but we use research labs in India and have up to 80 people working there full time under contract, plus dozens more providing support services in their labs. This model saves us development time as well as significant capital costs – it would cost almost 4 times as much to operate an equivalent R&D program entirely in the U.S Read more at medhealth.tmcnet.com

 

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Stretch Assignments-Best for Succession Planning

What is your organization's take on Leadership Development?

Amplify’d from www.citehr.com

Stretch assignments are the answer to effective succession planning

Stretch assignments allow employees with leadership potential to ease into leadership roles by exposing them to an array of roles and responsibilities Organisations too get to test the potential of their leadership candidates Stretch assignment is an effective succession planning indulgence. Yet, this initiative has not got the status it deserves. Stretch assignments are about getting employees with leadership or learning potential to expand their competencies and skills to newer, wider levels. By definition, "a Stretch assignment is one that requires a worker to take a leap beyond his comfort zone and, in the process, pick up new skills". So, with so much good to offer, why is it that most organisations are still unenthused about 'stretching' their talent? This week's mailer looks to build a strong business case for stretch assignments in the hope that revisiting its benefits will revive this initiative.

A common opinion is that stretch assignments look good only on paper. Agreed such assignments are tedious to plan and execute. However, as a learning professional says, "Such assignments are more complicated organisationally than merely clicking a box in an LMS- but leadership development is a process". This rationale definitely justifies indulging in stretch assignments. After all, making leaders out of ordinary employees is not a day's job.

A string of benefits Introspection: Leadership candidates in any case enjoy special treatment in terms of additional training, constant coaching or mentoring and regular feedback. As effective as these upskilling initiatives are, none of them truly assists an individual in believing in himself as a leader. However, sharing certain leadership responsibilities and challenging one's existing competencies and skills levels give an individual a true picture of his leadership potential. That aside, the minute leadership candidates become part of stretch assignments, they know they are in the 'leadership' limelight. This in itself can be quite a reassuring feeling. Realistic feedback: The feedback that is shared during stretch assignments is based on things actually said and done. This makes the feedback realistic. Additionally, an individual can relate to such feedback easily. Although training programmes do a good job in giving feedback based on role-plays and simulations, nothing can substitute feedback given on dabbling in real assignments. Self-assessment: Although individuals with leadership potential are the ones who qualify for stretch assignments, the extent to which they can take on leadership roles and the situations in which they can lead will surface during stretch assignments. Organisations know of leaders who have changed their career lines after stretch assignments. Cost-effective: When well-designed and executed stretch assignments provide a financial advantage, organisations get to use individuals in leadership roles without the associated costs of training and compensation. So while individuals benefit from their exposure to different developmental projects, the organisation benefits from their contribution. An organisation also gets to try out different individuals in different roles internally and this can lead to lesser recruiting expenditure as well. While these benefits should help gather a momentum in favour of stretch assignments, their low popularity is a concern. This is especially so as most organisations are struggling to kick-start effective succession planning initiatives. Some genuine concerns for not being overly enthused about stretch assignments include: The easy way out Organisations find it easier to push leadership candidates into training or mentoring programmes than to design separate stretch assignments for each one of them. Also, to run effective stretch assignments, organisations must have certain models and templates in place. This too is a deterrent in some cases. The good news is that these templates and models are easy to design and deploy. Moreover, once they are in place, subsequent stretch assignments can practically run on automation! Creating buy-in: Lack of senior leadership support is why most stretch assignments fail to see the light of the day. In most cases, it is the length of the initiative that scares the management from subscribing to it. However, once senior leaders see the value and implications of stretch assignments, their support will be more than willing. Sharing stretch assignment success stories and highlighting its benefits and talking about its cost-effectiveness can help create buy-in. These concerns are definitely not unfounded, but the good news is, that neither are they overwhelming! Stretch assignments are a wonderful way of giving potential leaders a feel of what their roles and responsibilities would be; it also gives an organisation an opportunity to see whether they have chosen their potential leaders well. With so much in the offing, it is time organisations take that much - needed stretch! Read more at www.citehr.com

 

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Need of necessary and sufficient critical care training in Australia- Professor Bruce Robinson's perspective

Encouragement, freedom and fund support to think-beyond and adopt multi-disciplinary training initiatives is WHAT WORLD GOVERNMENTS AND CORPORATE STAKEHOLDERS NEED TO EMPHASIS.

Amplify’d from www.smh.com.au

Medical training in critical condition

In my office recently I saw a patient with a large pituitary tumour. It was causing multiple symptoms, including partial blindness. The patient didn't require surgery; his condition can be managed with medication and he will be cared for entirely as an outpatient.

Consequently, although young doctors in training - interns, residents and specialists-in-training - could have learnt much from this person and his condition, it is unlikely they will cross paths with him.

The theme that has underpinned most of the clinical training of young Australian doctors is "only public hospitals and only in Australia". The result: not only are we unnecessarily placing additional pressures on the already struggling public hospital system, but trainee medical staff are missing many important lessons in patient care. This is to our detriment.

Broadening the training opportunities for young clinicians will, ultimately, improve the quality of our medical workforce. We know the solutions. Instead of relying on big city hospitals, we could have more specialty training positions in country hospitals. We could have more young doctors learning in specialist rooms, and we could place these doctors overseas where they would be exposed to different ways of preventing and managing illness and allocating resources. All these non-traditional settings - that is, non-Australian public hospitals - offer rich opportunities for gaining one ingredient that contributes to becoming a good doctor: experience. Read more at www.smh.com.au

 

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Facebook as a Learning Management System

If not all-in-all and some privacy issues kept aside, it is indeed interesting to see how Facebook can be transformed from a CMS to a LMS.

Amplify’d from www.learningsolutionsmag.com

The combination of community participation and developer flexibility results in the metamorphosis of Facebook from CMS (Content Management System) to LMS (Learning Management System).

In its typical user packaging, Facebook looks like a CMS and not a LMS. However, when you peel back its surface, there exists the construct to alter its CMS DNA to convert Facebook to a LMS. The Facebook API (Application Programming Interface) is the enabling factor.

Facebook’s  Developer API is the platform that allows you to create dynamic Facebook content. The API accepts FBML (Facebook Markup Language), but at some time in 2011, the API will phase FBML out and substitute iFrames and Facebook Javascript SDK. Facebook via their Developer Blog recommends that new developers use iFrames and the Facebook Javascript SDK moving forward, but FBML will be supported for existing Apps and Static pages. Despite the programming language, this type of development flexibility is not common amongst social media sites. Most sites allow you to customize the look of your profile, not the way you interface with your network. Facebook is allowing you to create a dynamic individualized environment within its Fan Page infrastructure. You can use forms, rich media, objects, and essentially most tools you would see in Web-based content. Simply, it is a Website within your Facebook Fan Page.

The Facebook Developer API is the element that converts Facebook to a LMS. A learning professional can create content and upload it. Using the API, you could create forms that act as tests to help you evaluate the success of your learning. The data would then be sent to your aggregate for reporting. Additionally, you can connect your learners with social tools.  There are whiteboard apps as well that you can add to the page dynamic for synchronous learning. You can stream live video. One e-Learning authoring tool (Udutu) has actually created an app that allows you to develop and exhibit eCourses and tracks the learning experience within Facebook. If budgets are a problem, Google Docs/Forms offers you a very cost effective option to track feedback.

When combining Google Docs/Forms with the Facebook API, you can essentially create your level 1, 2, and 3 evaluations. Google Docs/Forms allows you to create multiple choice questions, fill in the blank, and other options.  You would have to get a little creative to automate feedback but all the applications are free. When you create your form on Google Docs, you have the option of copying the embed code which allows you to insert the form into many applications including the Facebook API.  When the learner inputs data, the application automatically sends it to your Google account and uploads it to a spreadsheet. The spreadsheet, viewable by all those given the appropriate permissions, is then pooled into a report with graphs that Google automatically compiles. If you need more than that, some simple spreadsheet formulas should get you there.  Read more at www.learningsolutionsmag.com

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Salsa Sauce Your LIMS- Train Your Customers to WOW it

Your Laboratory Information Management System is the best-you say. 

Advanced Storage and Logistics Modules, Bio-specimen Banking, Paperless Micro-Lab Environmental Monitoring, Decision Support and other robust functionalities. 

Easy integration, 24/7 tech support, and did I forget LIVE, ONSITE Training!

And then post-release training support- 

**LIMS User Training: 6 Days Advanced, Cost $ 5000/ $ 6000; 

**LIMS Admin/ QA/ Caliberation/etc, etc: More days, more dollars.

Hold your breath, inhale deep and think NOTHING. 

Let your customers take easy sweet time to log-on to your training portal, engage with your LIMS online training, explore functions, take assessments and WOW, Your's is a great one. 

How butter it could be, if someone had told you earlier, or you could have read this before. 

An online interactive, engaging and intuitive LIMS module could save 60% of your post sale/ implementation hustles. 

Ask me, I have done this for others. How we do it? 

1. Learner-centered Curriculum- We introspect User Populations Served, Objectives they seek, Provider Models Available, Learning Theory, Methods, and Principles. 

2. Employment of Instructional Strategies- Adult Learning Theory, Gagne’s Nine Events of Instruction, Bloom’s Taxonomy as appropriate. 

3. Engagement Strategies- Scenario-based strategies, Learn-by-doing strategies (Hands-on Simulation Practices), online interactive Instruction. 

4. Assessments- Formative Knowledge Checks and summative Assessments, Progress Checks (Animated reinforcement questions, Simulated Exercises).

5. Learning Aids- 

**Steps at a Go (Quick reference instructions to perform steps). 

**Notes, Tips, Glossary, Search, Help, Voice Narration.

Do you think your users would seek training? I could SHOW HOW. Post your interests and share your stuff.

Geee :-)

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The Mobile Substitution- Mobile Only households continue to rise

Jan-June 2010: One of every four households (26.6%) did not have a landline telephone but did have at least one wireless telephone.

Amplify’d from www.cdc.gov

Preliminary results from the January-June 2010 National Health Interview Survey (NHIS) indicate that the number of American homes with only wireless telephones continues to grow. More than one of every four American homes (26.6%) had only wireless telephones (also known as cellular telephones, cell phones, or mobile phones) during the first half of 2010--an increase of 2.1 percentage points since the second half of 2009.

his report is published as part of the NHIS Early Release Program. In May and December of each year, the Centers for Disease Control and Prevention’s National Center for Health Statistics (NCHS) releases selected estimates of telephone coverage for the civilian noninstitutionalized U.S. population based on data from NHIS, along with comparable estimates from NHIS for the previous 3 years. The estimates are based on in-person interviews that NHIS conducts continuously throughout the year to collect information on health status, health-related behaviors

This report is published as part of the NHIS Early Release Program. In May and December of each year, the Centers for Disease Control and Prevention’s National Center for Health Statistics (NCHS) releases selected estimates of telephone coverage for the civilian noninstitutionalized U.S. population based on data from NHIS, along with comparable estimates from NHIS for the previous 3 years. The estimates are based on in-person interviews that NHIS conducts continuously throughout the year to collect information on health status, health-related behaviors, and health care utilization. The survey also includes information about household telephones and whether anyone in the household has a wireless telephone.

Telephone Status

In the first 6 months of 2010, more than one of every four households (26.6%) did not have a landline telephone but did have at least one wireless telephone

See more at www.cdc.gov

 

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Rethinking Social Media Policies for your practice community

A great example is when American Medical Association House of Delegates met in an interim meeting in November. The outcome was a thoughtful first step, strawman maybe, but definitely a great initiative toward structuring Observable and Accountable Social Media Policies that turn in to the best interest of the entire practice and patient community.

Amplify’d from www.ama-assn.org

Social media use should mirror face-to-face patient dealings

Social media sites such as Facebook and Twitter can be easy, effective and efficient ways for physicians to connect with their patients, colleagues and others in the outside world. Unfortunately, those sites also can be easy, effective and efficient ways for physicians to get themselves in trouble with their patients, colleagues and others in the outside world.

The tricky part of social media is figuring how to maintain the sort of energetic and personalized presence expected on the sites without stepping over the line into legal and ethical troubles, or without saying something inappropriate that merely reflects badly on yourself.

The policy outlines some considerations doctors should make before they venture into social media -- or should make now that they're involved with it. The guidance covers not only professionalism in social media, but also professionalism for any online presence a physician might have.

Among the policy's recommendations: Physicians should not post identifiable patient information online and should otherwise be aware of standards of patient privacy and confidentiality that should be maintained in every setting, including online. Any interaction with patients online, as it is in the real world, should be in accordance with professional guidelines affecting the patient-physician relationship. Physicians should use any available privacy settings on social media and other websites, but they also should realize that safeguards are not absolute, and that any content put online is likely to stay there permanently. Therefore, doctors routinely should monitor their Internet presence (such as by running their name through a Google search) to make sure their personal and professional information on their own sites -- and others' -- is accurate and appropriate. To make it eas

ier to maintain professional boundaries, physicians should consider separating personal and professional presences on social media and elsewhere online. If physicians see colleagues posting content that appears to be unprofessional, they should alert the doctors so they can remove it or take whatever appropriate action is necessary. If the doctors do not take action, and the content significantly violates professional norms, physicians must report the matter to the appropriate authorities. Physicians must recognize that any social media presence and actions online can negatively affect their reputations and consequences for their medical careers. The same goes for physicians-in-training and medical students. Read more at www.ama-assn.org

 

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Patient Broadcasting- The Prism Sides of Geolocation Services

Patients broadcasting checkin-information, feedback, efficacy is a new trend both Physicians and Patient communities are experiencing.



There are facets to such adoptions. Geolocation services can be a great marketing and publicity vehicle for pharmacies and practice organizations. Compliance to HIPAA however remains a concern and critical achievement.

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Geolocation services: Have your patients put you on the map?

Mobile applications let people "check in" anywhere to let others know where they are -- including your practice. But applications also let people talk about you.

Through a technology called geolocation, mobile smartphone users have the ability to "check in" at various businesses and locations, alerting their virtual friends to their whereabouts. They do this using mobile phone applications that work with a smartphone's GPS system, which identifies the users' location.

these same applications that are allowing patients to check in allow the user to provide instant reviews, observations and critiques. So after you leave that patient's exam room, they could have feedback about their visit with you posted online before you even review the next patient's chart. Or, they could be posting critiques while they're waiting before the appointment, or waiting for you in the exam room.

But is checking in at a practice something physicians should encourage patients to do?

hen he showed his dental hygienist the list of people "checked in" at the dental office on Foursquare at that moment, "and she freaked out

"Medical professionals are trained to be cautious about medical data," Kirkpatrick said.

Anthony LaFauce, director of digital strategy for SpectrumScience, a health care public relations firm in Washington, D.C., said he has seen pharmacies using geolocation applications to promote services such as flu shots. Physician practices could do similar promotions, he said, but so far he hasn't seen any doing it.

Encouraging patients to check in might seem like an easy way to promote the practice, but Boyer said he would not recommend that, either. He said physicians who encourage patients to post to geolocation apps might send the wrong message, because it would equate to them encouraging repeat visits -- a good strategy for retailers, but not for physician practices. There's also the issue of HIPAA

Foursquare: Allows users to check in and earn badges or become "mayor" for checking in the most times. Gowalla: Gives users virtual passport stamps and digital souvenirs for checking in. Facebook Places: Allows Facebook users to check in to let their Facebook friends know where they've been. Google Places: Allows users to find businesses based on their current locations. Brightkite: Combines the act of checking in with the ability to follow others and to post and respond to comments. Loopt: Combines Loopt and Facebook friends and allows users to see where their friends are on one map. ArcGIS: Allows users to create their own customized maps using their own data. Read more at www.ama-assn.org

 

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