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Content curation for health and information literacies of medical students and MDs. A presentation at NASCE 2023 meeting in Nancy, France.
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For the Case Study assignment the current pathogen selections may be requested by sending
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Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
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How to create a case study
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these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
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How much information should I provide for my case study?
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Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ¡®vaccine¡¯, you will find information on
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patient presentation with chief complaint (CC), history of present illness
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any other important findings.
Description of the infectious
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For the Case Study assignment the current pathogen selections may be requested by sending
an email to your instructor!
Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
study will be assembled using a detailed rubric (see below). Upon completion, you will submit your
case study to the Blackboard gradebook in Unit 5 and to SafeAssign.
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your
chance to show that you understand the key teaching points about a microbe and to communicate
these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
case to other material in the course. For example, what other microbes have an A-B toxin? What other
viruses are transmitted by fecal-oral spread?
How much information should I provide for my case study?
For the Case Study, you are asked to provide at least the information requested in the chart below. The
boxed questions are suggestions for the minimum amount of information within each category. The
more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access
Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ¡®vaccine¡¯, you will find information on
current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
Case Study Information Chart
Typical Case What does a typical case look like? Use the standard format for a
patient presentation with chief complaint (CC), history of present illness
(HPI), key physical exam details (PE), lab findings, signature signs, and
any other important findings.
Description of the infectious
agent
If it is a bacterium, how is it classified? If it is a virus, what kind of
nucleic acid does it have? Does it target specific cellular types
(tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it
only be grown in a specific type of media? How is it distinguished from
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- 1. CONTENT CURATION FOR HEALTH AND INFORMATION LITERACIES OF MEDICAL STUDENTS AND MDs GC Faure MD, PhD Immunologie Facult¨¦ de M¨¦decine and CREM Universit¨¦ Lorraine, Nancy
- 2. Overview Background: Infobesity Media and Information Literacy Content Curation: Tools¡ Scoop.it Medical Immunology and more Implementation for Connected learning, Active learning and more Results and Evaluation Advantages and challenges ? Simulation of academic writing? No conflict of interest to declare EACCME Rep for Lab Medicine UEMS section
- 3. MIL 2022 Media and Information Literacy Although it was an objective for Society 2020 In the context of Infobesity Health and MIL of medical students remains poor
- 4. Content Curation A not so recent concept (2010¡¯s) It allows to find, select aggregate elevate, comment, editorialize share archive and retrieve later Many tools>50¡ (Pinterest, Flipboard..)
- 5. ? In our experience, ? https://www.scoop.it/u/gilbertcfaure ? one of the best curation tools on the web for ? serious information ? ¨C Crawling engine and enrichment capacities ? A virtual scientific news journal and ? content hub ? easy to browse with pictures ¨C Search engine ? inside ? is a major asset ? Human factor of curation is the added value compared to robots (SEO), and AI. ? But the limit, requiring persistent work
- 6. Curating information is creating Snippets (nuggets) of information Title Illustration Summary Comments Tags: Keywords
- 7. Methods UE Master 7.309 DIU M¨¦thodologies de la recherche m¨¦dicale et chirurgicale Implementation of Scoop.it Content Curation tool for active/hybrid learning in a module on clinical research 50/100 students (medicine, maieutic) +10 chinese students from Nancy Wuhan training program Introductory course on Scientific Information Access to Curated Resources by teachers Open and maintain a medical topic of interest using Scoop.it free plan (one topic, up to 50 posts) Opinion and evaluation survey after 3 months
- 8. Results (before course) Literacies (information, digital, health) poor for most french students, better for chinese No previous knowledge of concept of content curation (but Pinterest) or of Scoop.it tool No specific training in information usage, either scientific or media
- 9. Results Diversity of topics (Alzheimer, Autoimmunity, Cancer, Cardiology, Gynecology, Grafts, HIV, Neurology¡ Phagotherapy¡) At least 25 posts¡ up to full load (65%) Medical (80%) + Lay people resources Keywords, Comments and summaries Usage of English >60%
- 10. Evaluation/survey Very positive Discovery of information and medical literature, either scientific and/or for lay people, very much diverse than previously thought Discovery of medical and english vocabulary Enjoyed active, and self learning Different from passive courses (ludique et int¨¦ressant, enrichissant¡) Understood micro/mobile-learning(s) Willing to pursue (+++)
- 11. Limits Time consuming Language barriers of published papers but positive on learning english Discovery of costs of access of scientific literature Discovery of Open Access
- 12. Discussion: Simulation of ? self CPD ? and of academic writing ! An easy way of discovering new knowledge in specific/new fields of interest Learning to read and write Stimulating curiosity Developing health and information literacy Building e-portfolio for research projects Initiating autonomous learning for Life Long Learning
- 13. Conclusion Content curation is used for knowledge management in corporate settings, and for marketing purposes, teaching and learning in other disciplines (geography..) Can be used for blended-, hybrid-, self-, micro- ¡ learning by medical students engaged in clinical research training.
Editor's Notes
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