Online educational resources for smallpox

2003 ◽  
Vol 1 (1) ◽  
pp. 23-24
Author(s):  
Tener Goodwin Veenema
Keyword(s):  
Educational Resources ◽  
Online Educational Resources

Health Literacy and Online Educational Resources: An Opportunity to Educate Patients

2015 ◽  
Vol 204 (1) ◽  
pp. 111-116 ◽  
Author(s):  
David R. Hansberry ◽  
Nitin Agarwal ◽  
Stephen R. Baker
Keyword(s):  
Health Literacy ◽  
Educational Resources ◽  
Online Educational Resources

scholarly journals Holes in the FOAM: An Analysis of Curricular Comprehensiveness in Online Educational Resources

2020 ◽  
Author(s):  
Andrew Grock ◽  
Wendy Chan ◽  
Adam R. Aluisio ◽  
Carl Alsup ◽  
Delphine Huang ◽  
...  
Keyword(s):  
Educational Resources ◽  
Online Educational Resources

Not Every Picture Tells a Story: A Content Analysis of Visual Images in Patient Educational Resources About Gout

2020 ◽  
Vol 47 (12) ◽  
pp. 1815-1821
Author(s):  
Alina Krasnoryadtseva ◽  
Christina Derksen ◽  
Nicola Dalbeth ◽  
Keith J. Petrie
Keyword(s):  
English Language ◽  
Healthy Lifestyle ◽  
Serum Urate ◽  
Educational Resources ◽  
Specific Information ◽  
Clinical Presentations ◽  
Patient Resources ◽  
Online Educational Resources ◽  
Google Search ◽  
Msu Crystals

Objective.The aim of this study was to evaluate which concepts about gout and its treatment are reflected in images in online educational resources about gout.Methods.A Google search was performed to identify English-language patient resources from medical and health organizations and health education websites in 7 countries: Australia, Canada, Ireland, New Zealand, South Africa, UK, and USA. Two raters independently coded the images in the resources into 5 main categories: clinical presentations of gout, urate/monosodium urate (MSU) crystals, medicines, food/healthy lifestyle, and other advice for people with gout.Results.In total, 103 resources were identified; 28 resources without images were excluded. Seventy-one educational resources with a total of 310 images were included in the study sample. Of the 310 images, clinical presentations of gout were depicted in 92 images (30%), food/healthy lifestyle in 73 images (24%), urate/MSU crystals in 50 (16%), medicines in 14 (5%). Urate-lowering medication was shown only in 1 image (0.3%) and just 6 images (2%) depicted a serum urate target. Ninety-one images (29%) did not convey specific information about gout.Conclusion.Key concepts about gout and treatment are underrepresented in the images used in educational resources for patients. A large proportion of the images do not convey useful information about gout or its management.

IAEA Programs in Empowering the Nuclear Medicine Profession Through Online Educational Resources

2013 ◽  
Vol 43 (3) ◽  
pp. 161-166 ◽  
Author(s):  
Thomas NB Pascual ◽  
Maurizio Dondi ◽  
Diana Paez ◽  
Ravi Kashyap ◽  
Rodolfo Nunez-Miller
Keyword(s):  
Nuclear Medicine ◽  
Educational Resources ◽  
Online Educational Resources

scholarly journals Open Educational Resources: New Possibilities for Change and Sustainability

2009 ◽  
Vol 10 (5) ◽  
Author(s):  
Norm Friesen
Keyword(s):  
Learning Objects ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Object ◽  
Educational Institutions ◽  
Financial Sustainability ◽  
The Past ◽  
Funding Support ◽  
Online Educational Resources ◽  
Sustainability Challenges

In an attempt to understand the potential of OER for change and sustainability, this paper presents the results of an informal survey of active and inactive collections of online educational resources, emphasizing data related to collection longevity and the project attributes associated with it. Through an analysis of the results of this survey, in combination with other surveys of OER stakeholders and projects, the paper comes to an initial conclusion: Despite differences in priorities and emphasis, OER initiatives are in danger of running aground of the same sustainability challenges that have claimed numerous learning object collection or repository projects in the past. OER projects suffer from the same incompatibilities with existing institutional cultures and priorities that have dogged learning object initiatives, and they face the concomitant challenge of gaining access to the operational funding support that experience shows is necessary for their survival. However, through a review of one of the most successful of OER projects to date, the MIT Open Courseware Initiative, the paper ends by augmenting this significant caveat with a second, more hopeful conclusion: OER projects, unlike learning object initiatives, can accrue tangible benefits to educational institutions, such as student recruitment and marketing. Highlighting these benefits, it is argued, provides an opportunity to link OER initiatives to core institutional priorities. In addition to providing a possible route to financial sustainability, this characteristic of OER may help to foster the significant changes in practice and culture long sought by promoters of both learning objects and OERs.

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