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Knowledge Formalization to Support Decision-Making in Heart Failure Treatment.

Studies in health technology and informatics

Kamišalić A, Riaño D, Welzer T.
PMID: 30306923
Stud Health Technol Inform. 2018;255:137-141.

This paper presents medical knowledge representation of data provided within Clinical Practice Guidelines for Heart Failure. The formalization is provided in order to support taking decisions on an appropriate treatment strategy for a specific patient. An intuitive and efficient...

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Kamišalić A, Riaño D, Welzer T. Knowledge Formalization to Support Decision-Making in Heart Failure Treatment. Stud Health Technol Inform. 2018;255:137-141
Kamišalić, A., Riaño, D., & Welzer, T. (2018). Knowledge Formalization to Support Decision-Making in Heart Failure Treatment. Studies in health technology and informatics, 255137-141.
Kamišalić, Aida, et al. "Knowledge Formalization to Support Decision-Making in Heart Failure Treatment." Studies in health technology and informatics vol. 255 (2018): 137-141.
Kamišalić A, Riaño D, Welzer T. Knowledge Formalization to Support Decision-Making in Heart Failure Treatment. Stud Health Technol Inform. 2018;255:137-141. PMID: 30306923.
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Twelve tips for implementing a community of practice for faculty development.

Medical teacher

de Carvalho-Filho MA, Tio RA, Steinert Y.
PMID: 30707855
Med Teach. 2020 Feb;42(2):143-149. doi: 10.1080/0142159X.2018.1552782. Epub 2019 Feb 01.

Teaching and learning practices often fail to incorporate new concepts in the ever-evolving field of medical education. Although medical education research provides new insights into curricular development, learners' engagement, assessment methods, professional development, interprofessional education, and so forth, faculty...

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de Carvalho-Filho MA, Tio RA, Steinert Y. Twelve tips for implementing a community of practice for faculty development. Med Teach. 2019;42(2):143-149doi: 10.1080/0142159X.2018.1552782.
de Carvalho-Filho, M. A., Tio, R. A., & Steinert, Y. (2020). Twelve tips for implementing a community of practice for faculty development. Medical teacher, 42(2), 143-149. https://doi.org/10.1080/0142159X.2018.1552782
de Carvalho-Filho, Marco Antonio, et al. "Twelve tips for implementing a community of practice for faculty development." Medical teacher vol. 42,2 (2020): 143-149. doi: https://doi.org/10.1080/0142159X.2018.1552782
de Carvalho-Filho MA, Tio RA, Steinert Y. Twelve tips for implementing a community of practice for faculty development. Med Teach. 2020 Feb;42(2):143-149. doi: 10.1080/0142159X.2018.1552782. Epub 2019 Feb 01. PMID: 30707855.
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Moving knowledge into action for more effective practice, programmes and policy: protocol for a research programme on integrated knowledge translation.

Implementation science : IS

Graham ID, Kothari A, McCutcheon C.
PMID: 29394932
Implement Sci. 2018 Feb 02;13(1):22. doi: 10.1186/s13012-017-0700-y.

BACKGROUND: Health research is conducted with the expectation that it advances knowledge and eventually translates into improved health systems and population health. However, research findings are often caught in the know-do gap: they are not acted upon in a...

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Graham ID, Kothari A, McCutcheon C. Moving knowledge into action for more effective practice, programmes and policy: protocol for a research programme on integrated knowledge translation. Implement Sci. 2018;13(1):22doi: 10.1186/s13012-017-0700-y.
Graham, I. D., Kothari, A., McCutcheon, C. (2018). Moving knowledge into action for more effective practice, programmes and policy: protocol for a research programme on integrated knowledge translation. Implementation science : IS, 13(1), 22. https://doi.org/10.1186/s13012-017-0700-y
Graham, Ian D, et al. "Moving knowledge into action for more effective practice, programmes and policy: protocol for a research programme on integrated knowledge translation." Implementation science : IS vol. 13,1 (2018): 22. doi: https://doi.org/10.1186/s13012-017-0700-y
Graham ID, Kothari A, McCutcheon C. Moving knowledge into action for more effective practice, programmes and policy: protocol for a research programme on integrated knowledge translation. Implement Sci. 2018 Feb 02;13(1):22. doi: 10.1186/s13012-017-0700-y. PMID: 29394932; PMCID: PMC5797415.
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Teaching by (bad) example: what a confused attempt to "advance" EBM reveals about its underlying problems: commentary on Jenicek, M. (2015). Do we need another discipline in medicine? From epidemiology and evidence-based medicine to cognitive medicine and medical thinking. Journal of evaluation in clinical practice, 21:1028-1034.

Journal of evaluation in clinical practice

Loughlin M, Wyer P, Tanenbaum SJ.
PMID: 27225855
J Eval Clin Pract. 2016 Aug;22(4):628-33. doi: 10.1111/jep.12552. Epub 2016 May 26.

Professor Jenicek's paper is confused in that his proposal to 'integrate' what he means by 'evidence-based scientific theory and cognitive approaches to medical thinking' actually embodies a contradiction. But, although confused, he succeeds in teaching us more about the...

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Loughlin M, Wyer P, Tanenbaum SJ. Teaching by (bad) example: what a confused attempt to "advance" EBM reveals about its underlying problems: commentary on Jenicek, M. (2015). Do we need another discipline in medicine? From epidemiology and evidence-based medicine to cognitive medicine and medical thinking. Journal of evaluation in clinical practice, 21:1028-1034. J Eval Clin Pract. 2016;22(4):628-33doi: 10.1111/jep.12552.
Loughlin, M., Wyer, P., & Tanenbaum, S. J. (2016). Teaching by (bad) example: what a confused attempt to "advance" EBM reveals about its underlying problems: commentary on Jenicek, M. (2015). Do we need another discipline in medicine? From epidemiology and evidence-based medicine to cognitive medicine and medical thinking. Journal of evaluation in clinical practice, 21:1028-1034. Journal of evaluation in clinical practice, 22(4), 628-33. https://doi.org/10.1111/jep.12552
Loughlin, Michael, et al. "Teaching by (bad) example: what a confused attempt to "advance" EBM reveals about its underlying problems: commentary on Jenicek, M. (2015). Do we need another discipline in medicine? From epidemiology and evidence-based medicine to cognitive medicine and medical thinking. Journal of evaluation in clinical practice, 21:1028-1034." Journal of evaluation in clinical practice vol. 22,4 (2016): 628-33. doi: https://doi.org/10.1111/jep.12552
Loughlin M, Wyer P, Tanenbaum SJ. Teaching by (bad) example: what a confused attempt to "advance" EBM reveals about its underlying problems: commentary on Jenicek, M. (2015). Do we need another discipline in medicine? From epidemiology and evidence-based medicine to cognitive medicine and medical thinking. Journal of evaluation in clinical practice, 21:1028-1034. J Eval Clin Pract. 2016 Aug;22(4):628-33. doi: 10.1111/jep.12552. Epub 2016 May 26. PMID: 27225855.
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Accelerating expertise: Perceptual and adaptive learning technology in medical learning.

Medical teacher

Kellman PJ, Krasne S.
PMID: 30091650
Med Teach. 2018 Aug;40(8):797-802. doi: 10.1080/0142159X.2018.1484897. Epub 2018 Aug 09.

RATIONALE: Recent advances in the learning sciences offer remarkable potential for improving medical learning and performance. Difficult to teach pattern recognition skills can be systematically accelerated using techniques of perceptual learning (PL). The effectiveness of PL interventions is amplified...

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Kellman PJ, Krasne S. Accelerating expertise: Perceptual and adaptive learning technology in medical learning. Med Teach. 2018;40(8):797-802doi: 10.1080/0142159X.2018.1484897.
Kellman, P. J., & Krasne, S. (2018). Accelerating expertise: Perceptual and adaptive learning technology in medical learning. Medical teacher, 40(8), 797-802. https://doi.org/10.1080/0142159X.2018.1484897
Kellman, Philip J, and Krasne, Sally. "Accelerating expertise: Perceptual and adaptive learning technology in medical learning." Medical teacher vol. 40,8 (2018): 797-802. doi: https://doi.org/10.1080/0142159X.2018.1484897
Kellman PJ, Krasne S. Accelerating expertise: Perceptual and adaptive learning technology in medical learning. Med Teach. 2018 Aug;40(8):797-802. doi: 10.1080/0142159X.2018.1484897. Epub 2018 Aug 09. PMID: 30091650; PMCID: PMC6584026.
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Accapto, a Generic Design and Development Toolkit for Accessible Mobile Apps.

Studies in health technology and informatics

Krainz E, Miesenberger K.
PMID: 28873868
Stud Health Technol Inform. 2017;242:660-664.

Smartphones show potential to improve and support the daily lives of people with disabilities. User experience of mobile apps is generally good, but rather unsatisfying for people with disabilities relying on accessibility support. Developers often are not aware of...

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Krainz E, Miesenberger K. Accapto, a Generic Design and Development Toolkit for Accessible Mobile Apps. Stud Health Technol Inform. 2017;242:660-664
Krainz, E., & Miesenberger, K. (2017). Accapto, a Generic Design and Development Toolkit for Accessible Mobile Apps. Studies in health technology and informatics, 242660-664.
Krainz, Elmar, and Miesenberger, Klaus. "Accapto, a Generic Design and Development Toolkit for Accessible Mobile Apps." Studies in health technology and informatics vol. 242 (2017): 660-664.
Krainz E, Miesenberger K. Accapto, a Generic Design and Development Toolkit for Accessible Mobile Apps. Stud Health Technol Inform. 2017;242:660-664. PMID: 28873868.
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The effect of training methodology on knowledge representation in categorization.

PloS one

Hélie S, Shamloo F, Ell SW.
PMID: 28846732
PLoS One. 2017 Aug 28;12(8):e0183904. doi: 10.1371/journal.pone.0183904. eCollection 2017.

Category representations can be broadly classified as containing within-category information or between-category information. Although such representational differences can have a profound impact on decision-making, relatively little is known about the factors contributing to the development and generalizability of different...

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Hélie S, Shamloo F, Ell SW. The effect of training methodology on knowledge representation in categorization. PLoS One. 2017;12(8):e0183904doi: 10.1371/journal.pone.0183904.
Hélie, S., Shamloo, F., & Ell, S. W. (2017). The effect of training methodology on knowledge representation in categorization. PloS one, 12(8), e0183904. https://doi.org/10.1371/journal.pone.0183904
Hélie, Sébastien, et al. "The effect of training methodology on knowledge representation in categorization." PloS one vol. 12,8 (2017): e0183904. doi: https://doi.org/10.1371/journal.pone.0183904
Hélie S, Shamloo F, Ell SW. The effect of training methodology on knowledge representation in categorization. PLoS One. 2017 Aug 28;12(8):e0183904. doi: 10.1371/journal.pone.0183904. eCollection 2017. PMID: 28846732; PMCID: PMC5573135.
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The Dissertation House Model: Doctoral Student Experiences Coping and Writing in a Shared Knowledge Community.

CBE life sciences education

Carter-Veale WY, Tull RG, Rutledge JC, Joseph LN.
PMID: 27521236
CBE Life Sci Educ. 2016;15(3). doi: 10.1187/cbe.16-01-0081.

The problem of PhD attrition, especially at the dissertation-writing stage, is not solely related to mentoring, departments, or disciplines; it is a problem that affects the entire institution. As such, solutions require collaborative efforts for student success. Building on...

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Carter-Veale WY, Tull RG, Rutledge JC, et al. The Dissertation House Model: Doctoral Student Experiences Coping and Writing in a Shared Knowledge Community. CBE Life Sci Educ. 2016;15(3)doi: 10.1187/cbe.16-01-0081.
Carter-Veale, W. Y., Tull, R. G., Rutledge, J. C., & Joseph, L. N. (2016). The Dissertation House Model: Doctoral Student Experiences Coping and Writing in a Shared Knowledge Community. CBE life sciences education, 15(3), . https://doi.org/10.1187/cbe.16-01-0081
Carter-Veale, Wendy Y, et al. "The Dissertation House Model: Doctoral Student Experiences Coping and Writing in a Shared Knowledge Community." CBE life sciences education vol. 15,3 (2016). doi: https://doi.org/10.1187/cbe.16-01-0081
Carter-Veale WY, Tull RG, Rutledge JC, Joseph LN. The Dissertation House Model: Doctoral Student Experiences Coping and Writing in a Shared Knowledge Community. CBE Life Sci Educ. 2016;15(3). doi: 10.1187/cbe.16-01-0081. PMID: 27521236; PMCID: PMC5008881.
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How do students' perceptions of research and approaches to learning change in undergraduate research?.

International journal of medical education

Imafuku R, Saiki T, Kawakami C, Suzuki Y.
PMID: 25863495
Int J Med Educ. 2015 Apr 12;6:47-55. doi: 10.5116/ijme.5523.2b9e.

OBJECTIVE: This study aimed to examine how students' perceptions of research and learning change through participation in undergraduate research and to identify the factors that affect the process of their engagement in research projects.METHODS: This qualitative study has drawn...

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Imafuku R, Saiki T, Kawakami C, et al. How do students' perceptions of research and approaches to learning change in undergraduate research?. Int J Med Educ. 2015;6:47-55doi: 10.5116/ijme.5523.2b9e.
Imafuku, R., Saiki, T., Kawakami, C., & Suzuki, Y. (2015). How do students' perceptions of research and approaches to learning change in undergraduate research?. International journal of medical education, 647-55. https://doi.org/10.5116/ijme.5523.2b9e
Imafuku, Rintaro, et al. "How do students' perceptions of research and approaches to learning change in undergraduate research?." International journal of medical education vol. 6 (2015): 47-55. doi: https://doi.org/10.5116/ijme.5523.2b9e
Imafuku R, Saiki T, Kawakami C, Suzuki Y. How do students' perceptions of research and approaches to learning change in undergraduate research?. Int J Med Educ. 2015 Apr 12;6:47-55. doi: 10.5116/ijme.5523.2b9e. PMID: 25863495; PMCID: PMC4395208.
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Making authentic science accessible-the benefits and challenges of integrating bioinformatics into a high-school science curriculum.

Briefings in bioinformatics

Machluf Y, Gelbart H, Ben-Dor S, Yarden A.
PMID: 26801769
Brief Bioinform. 2017 Jan;18(1):145-159. doi: 10.1093/bib/bbv113. Epub 2016 Jan 22.

Despite the central place held by bioinformatics in modern life sciences and related areas, it has only recently been integrated to a limited extent into high-school teaching and learning programs. Here we describe the assessment of a learning environment...

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Machluf Y, Gelbart H, Ben-Dor S, et al. Making authentic science accessible-the benefits and challenges of integrating bioinformatics into a high-school science curriculum. Brief Bioinform. 2016;18(1):145-159doi: 10.1093/bib/bbv113.
Machluf, Y., Gelbart, H., Ben-Dor, S., & Yarden, A. (2017). Making authentic science accessible-the benefits and challenges of integrating bioinformatics into a high-school science curriculum. Briefings in bioinformatics, 18(1), 145-159. https://doi.org/10.1093/bib/bbv113
Machluf, Yossy, et al. "Making authentic science accessible-the benefits and challenges of integrating bioinformatics into a high-school science curriculum." Briefings in bioinformatics vol. 18,1 (2017): 145-159. doi: https://doi.org/10.1093/bib/bbv113
Machluf Y, Gelbart H, Ben-Dor S, Yarden A. Making authentic science accessible-the benefits and challenges of integrating bioinformatics into a high-school science curriculum. Brief Bioinform. 2017 Jan;18(1):145-159. doi: 10.1093/bib/bbv113. Epub 2016 Jan 22. PMID: 26801769; PMCID: PMC5221422.
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Interdisciplinary expertise in medical practice: Challenges of using and producing knowledge in complex problem-solving.

Medical teacher

Boon M, van Baalen S, Groenier M.
PMID: 30661424
Med Teach. 2019 Jun;41(6):668-677. doi: 10.1080/0142159X.2018.1544417. Epub 2019 Jan 20.

No abstract available.

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Boon M, van Baalen S, Groenier M. Interdisciplinary expertise in medical practice: Challenges of using and producing knowledge in complex problem-solving. Med Teach. 2019;41(6):668-677doi: 10.1080/0142159X.2018.1544417.
Boon, M., van Baalen, S., & Groenier, M. (2019). Interdisciplinary expertise in medical practice: Challenges of using and producing knowledge in complex problem-solving. Medical teacher, 41(6), 668-677. https://doi.org/10.1080/0142159X.2018.1544417
Boon, Mieke, et al. "Interdisciplinary expertise in medical practice: Challenges of using and producing knowledge in complex problem-solving." Medical teacher vol. 41,6 (2019): 668-677. doi: https://doi.org/10.1080/0142159X.2018.1544417
Boon M, van Baalen S, Groenier M. Interdisciplinary expertise in medical practice: Challenges of using and producing knowledge in complex problem-solving. Med Teach. 2019 Jun;41(6):668-677. doi: 10.1080/0142159X.2018.1544417. Epub 2019 Jan 20. PMID: 30661424.
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Seek knowledge, not the truth.

British dental journal

Martin D.
PMID: 31127205
Br Dent J. 2019 May;226(10):718. doi: 10.1038/s41415-019-0380-x.

No abstract available.

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Martin D. Seek knowledge, not the truth. Br Dent J. 2019;226(10):718doi: 10.1038/s41415-019-0380-x.
Martin, D. (2019). Seek knowledge, not the truth. British dental journal, 226(10), 718. https://doi.org/10.1038/s41415-019-0380-x
Martin, D. "Seek knowledge, not the truth." British dental journal vol. 226,10 (2019): 718. doi: https://doi.org/10.1038/s41415-019-0380-x
Martin D. Seek knowledge, not the truth. Br Dent J. 2019 May;226(10):718. doi: 10.1038/s41415-019-0380-x. PMID: 31127205.
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Showing 1153 to 1164 of 1187 entries