Categories
Blog Learning & Teaching

Monday 14th October Exercise Physiology Results

RESULTS OF EXERCISE PHYSIOLOGY PRACTICAL USING A SIMPLE STEP TEST TO CALCULATE VO2 MAX.

Lovely to meet you today. Here are most of your class exercise physiology results. You can download the Excel spreadsheet and play around with the data yourself. Here also is a short Screencast talking you through the spreadsheet and showing you the nomogram which is used clinically to predict someone’s VO2 max. The paper by Noone and Dean (2000) talks about how this and similar exercise tests are validated, and how they are used clinically. The validity and reliability of these tests are important, as is inter observer variability. (Go look up!).

Exercise Physiology Results (click this link / right mouse click to download).

Below – screen grab talking you through the spreadsheet and nomogram. (http://www.screenr.com/r0uH)

 

FEEL FREE TO ADD ANY THOUGHTS OR COMMENTS BELOW!

 

Categories
Blog Education Research Study skills

Seek and ye shall find.

BLOG POST FOR:

  • Any student completing coursework essays
  • Students completing research dissertations

Anybody completing more professional research, in depth studies, systematic reviews should seek the help of library services to develop their search strategy. The resources on this page are the types of things I’d teach to new students when tackling an essay for the first time at university, just to give a leg up from looking for stuff on Google.

AIM:
By watching these tutorials you should be able to:

  • Understand what a search strategy is
  • Compile lists of search keywords
  • Conduct searches using Boolean terms
  • Use PUBMED for conducting your searches (medical and health database)

 

Conducting the search using the MeSH terms
(Go to >>http://www.youtube.com/watch?v=dncRQ1cobdc&feature=relmfu)

This video from NCBI (the PUBMED people) shows how to specifically use the MeSH terms. These are “medical subject headings” and when author’s submit papers to journals, they will provide a list of keywords. As noted in the video above, this introduces some variability. The PUBMED cataloguers will look at every publication and the author keywords, and allocate the paper to the medical subject heading or subheading. You will see how exhaustive these lists are by looking at the MeSH page. Using the MeSH as the search field will be a more precise way of searching and essential for large scale subject areas. If you are not finding many results, I’d switch to “all fields”.

NOTES:
Boolean terms used for searching include these below and also a far more exhaustive list as you become more competent.

OR or +
AND
NOT

Web of Knowledge will search PUBMED and a number of other databases (WEB OF SCIENCE, BIOSIS, JOURNAL CITATION REPORTS). The use of keywords and Boolean terms applies in exactly the same way.

Categories
Education Research Learning & Teaching

1 Introduction to your research project

Hello from me!

Summary of project ideas

1) Literature and data analytical review of the link between gut dysfunction and manifestation of neurodegenerative disorders. Emerging clinical and laboratory research suggests that for example gut inflammation (cytokines, oxidate stress factors) drive degeneration and accelerate disease progression.
Devos D et al (2013). Colonic inflammation in Parkinson’s disease. Neurobiol Dis (50), 42-48. Available: http://www.sciencedirect.com/science/article/pii/S096999611200321X

2) “Mini”-systematic review and meta analysis of a subject of your choice. Learn more about evidence-based medicine. E.g. is vitamin C really helpful in colds (you will be surprised). Can artichoke leaves reduce cholesterol levels (maybe!). Do antioxidants really do anything clinically? (Hmmm).
Bjelakovic  G et al (2012). Antioxidant supplements for prevention of mortality in healthy participants and patients with various diseases. Cochrane Database of Systematic Reviews  2012 (3). Available: http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD007176.pub2/abstract

3) If you are considering teaching as a career you will probably wish to consider a more relevant and education-based project. This will give you an opportunity to develop qualitative and quantitative research skills (hugely useful in every walk of life actually). I’d be happy to discuss and tailor something to your interests.

4) Physiology-laboratory projects – depending on numbers and the availability of the room. This would be of interest to me – looking at the effects of music on physiological parameters, exercise performance and perceptions of exercise.
Jarraya M et al (2012). The effects of music on high-intensity short-term exercise in well trained athletes. Asian J Sports Med 3(4): 233–238. Available: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3525819/

OR – consider validating or using some of the medical APPS on the iPAD. There is a great one that measures snoring and is used to diagnose sleep apnoea.

5) Your own choice! You may have done a placement and have data already. GREAT

What to do next?

Book an appointment to come and see me! Use the Engage in Research website to understand how to get started and read all about the research process (which is the same regardless of what type of project you are doing. A literature review is not a cop out – it is a serious piece of work with strict methodologies and ways of analysing data too 🙂 )
As the video says, try and think of an idea and come up with a RESEARCH QUESTION as the first step.
Categories
Learning & Teaching Open Education Study skills

Heaps of free student study skills resources!


WOW! 

I was just pulling some resources together for project students to help them get started, and when I searched the web I found this fantastic webpage by Viv Sieber at the University of Surrey. It knocked me dead when I first saw it a few years back at a conference, and it has just knocked me dead again.

Link to Study Skills OER University of Surrey OPEN student skills portal built by Viv Sieber. (CLICK on the image to go and use! Or here is the URL http://libweb.surrey.ac.uk/library/skills/Learningskills.html )

This is a prime example of why universities and colleges SHOULD be using open educational resources (OER) – that is, openly licensed learning materials created by experts that we can all share. Imagine, there are over 100 universities in the UK, and each one this time of year, will be brushing up their learning materials to provide THE SAME introductory information to their new students, and in my case THE SAME “getting started with research” – type information for their project students. That has to be a waste of time and somebody’s money!

About the portal

As you click through the various areas you’ll be connected through to a number of UK universities or a number of open education collaborations that have arisen over the years. This means:

1) The materials (pictures, photographs, animations, video) will all have been copyright checked and openly licensed for your use.

2) All the materials are developed by experts within the UK higher education setting so will be of top quality and you can confidently use it. Remember students, if you ARE just finding information on the internet, you need to appraise the source to ensure it is good quality.

3) As a member of staff (academic, librarian, student support officer), this resource will save you time in preparing identical materials, or at least provide you with an open license so you may be able to repurpose some of it. Do look for the terms of the Creative Commons licenses being used.

But will it be relevant to me, at my university?

On the whole YES! Whenever I use this resource I struggle to find something that I think won’t work for my students. For example, definitions of academic offences and use of referencing systems will be identical between universities, although the REGULATIONS behind them might be different. The IT skills resources all seem to be for the most up-to-date software versions. Things like CV tips and interview skills are all pretty generic.

A big round of applause for the  University of Surrey for compiling and sharing this excellent resource.

Categories
Blog General comments Learning & Teaching

BIS – haven’t you missed something?


Anyone reading the BIS report “International education: global growth and prosperity” (July 2013) may welcome some of the proposals within to support international students  including mentions of – introducing an effective loan repayment scheme, clarifying the visa system, and having better quality frameworks for them. Then, as with any education document these days , the report cannot take its first gasp of breath after hatching without mentioning MOOCs (massive open online courses), and they have 15 mentions in the document:

“and their (MOOC) global reach has opened up a new door to education. We need to make sure it is a door to our universities and colleges”.

The report goes on to talk about building the UK brand reputation around the world and seizing opportunities, and….hey, slow down, wait a minute? Haven’t most UK universities and many colleges been opening their doors for some years now through open education initiatives? How come these don’t get a single mention?

The world is embracing open education – MIT started sharing lectures on OpenCourseware over 10 years ago, and 81 governments and states have policies agreed or underway supporting open education for their people, so it shouldn’t be a hard sell as a means of promoting UK education? There is a common language there already and a common goal already toward global growth and prosperity built around open education.

OER

 

So I’m quite surprised that the document – talking about opening doors – strengthening the use of technology in education – fails to mention the open education activity in the UK and how open educational resources (OERs) are impacting on learners and educators globally. I think they aren’t sexy because 1) they aren’t MOOCs and part of the current hype, 2) they don’t gather fancy education analytics and 3) really, if anyone is honest, the report and MOOCs are about commerce and not auturism.

The problem with OER is they are not closed behind a software platform like so they do not gather any education analytics to support them.  Because OER are open, and sit there on the web, they don’t collect and grow user email lists, which is enough to make any markeeter lick his own eyelids in excitement. Just because you can’t directly measure their economic impact, it doesn’t mean OER have no potential or indeed have not had any indirect financial impact downstream. What you measure is not important, what you can’t measure is, blah de bla.

International links from UK OER programme 

So I just thought I’d mention some innovations from the UK OER programme (Jisc HEA 2009 – 2012) that spring to my mind that have had international impact. This will absolutely not be an exhaustive list! Some of the examples below have had demonstrable financial impact (increased number of student enrolments to university; generation of research income). [For a comprehensive analysis of the UK OER activity read the following report by McGill, Falconer, Dempster, Littlejohn and Beetham (2013)].

Enhancing the UK reputation in English language teaching and learning?

The report talks about enhancing the UK’s reputation in English language teaching and learning? Two UK initiatives spring to mind share their language expertise and educational materials openly that could provide a springboard to enhancing our international reputation? The Language Box has OER in around 50 languages, including 300 or so resources to support English teaching. The resource is led by the Universities of Southampton and Portsmouth, and have had contributions from all over the UK. LORO, from the Open University contains around 50 English teaching OER, in addition to several other languages.

UK OER reaching global audiences on iTunes

The report refers to how technology can change educational delivery, and if we want to talk about massive, open and online there are plenty of OER examples. Several UK universities (Warwick, Open University and Oxford) share podcasts on iTuneU. Oxford iTunesU, notably, has had a huge impact – massive in fact, open – truly open and not locked behind passwords and podcasts are downloadable and might help with dodgy internet connections. Just a few points:

  • The podcasts have had over 20 million downloads from iTunes U.
  • There are well over 3000 academic speakers and expert contributors.
  • The global reach is across 185 countries including US and China.

Reaching global audiences on YouTube

Many universities have open education channels on YouTube. One that springs to mind is from University of Leicester YouTube Channel housing science resources and with a focus on genetics as part of their GENIE CETL (genetics education – Centre for Excellence in Teaching and Learning) project. One video on bone marrow aspiration has had over 144,000 views! Is that viral? (Pun intended).

Global visitors to university websites

Talking about how technology can transform education, look no further than the University of Nottingham. They have a huge number of open education activities within their Open Nottingham programme. These include open source software (Xerte course builder; ROGO assessment and feedback platform). The School of Nursing have openly shared over 200 educational resources (reusable learning objects or RLOs –  not just simply filmed videos but carefully constructed and peer-reviewed narrated animations). These reach global healthcare audiences.

Translations of UK OER into Nigerian and Brazilian

OK so I’m promoting our own project here – SCOOTER – involving Professor Simon Dyson at De Montfort University. SCOOTER is growing and still shares educational resources to promote and support sickle cell and thalassaemia education. Professor Dyson’s “Guide to Schools” supports young people with sickle cell in education, and has been translated into four Nigerian languages, and other resources into Brazilian, Spanish and Portuguese.

What about the analytics? Well I can tell you from the Google Analytics embedded onto the SCOOTER webpages, his “Guide for Schools” has had around 1000 views, and SCOOTER receives visitors and comments from around the globe, notably Brazil as the third largest visitor after the UK and the US.

Boosting research collaborations?

Everyone involved in creating OER, and particularly when talking to public and private sector collaborators, will testify how developing mutually beneficial teaching/training materials is always a very fruitful conversation to have. OER is an excuse to talk and a vehicle for establishing collaborations, which is one of the goals of the BIS report. We had a research fellow from the Commonwealth Professional Fellowship scheme work on a sickle cell health promotion game; it has been evaluated in the UK and is currently being developed further for Nigerian audiences.

Also at De Montfort, the Midwifery Open Resources for Education, led by Jacqui Williams, has held discussions with Irish and Afghan educationalists to develop and share learning materials. Incidently, many of the 30 or so midwifery resources on the YouTube MOREOER Channel were created by students themselves as part of their university internships and the midwifery programme.

How to keep up with the global market?

“As the new global market takes shape, the UK needs to move quickly to secure a world leading position”.

The global education market is changing, but markets always change. Companies such as 3M fire products out into the market, and then run with the most successful. MOOCs are the latest innovation, and as new technology emerges, new generations of learners will want to use the next greatest thing. The essential thing here is to base opportunities around good pedagogy (our knowledge of education delivery and design), and to base direction around existing evidence and not just user data. (Do MOOCs help people learn better – who knows. Do lab skills OER help students learn and build confidence, yes!).

To grow our position we are well placed to build on our expertise in open education to support learning and teaching and build global collaborations, rather than just hitching a ride on a passing MOOCwagon.

MoocWagon“Cow Power” – Johnny & Angus Blog
(but I think it is a MOOCwagon really).

Final words (phew, you say).

“By using education to strengthen our relationships with partner countries and build a platform for many other activities to our mutual benefit”.

Those involved in open education already know this! A final example is a set of teaching materials “Fast Track Analyser” developed for undergraduate biomedical science students that double as training for scientists in the NHS. The benefits are mutual, and wide ranging.