smile (stanford mobile inquiry-based learning environment) - medical education

Stanford Mobile Inquiry-Based Learning Environment (SMILE) in Medical Education

Concept

• SMILE is an assessment/inquiry maker which allows students to quickly create own inquiries or homework items based on their own learning.

HEALTH &MEDICAL EDUCATION

Sciatica Priformis syndromeChagas disease HIVTuberculosisH1N1

Health Education-Barcelo Medical University- Argentina

Health Education-Barcelo Medical University- Argentina

Health Education-Barcelo Medical University- Argentina

Health Education-Barcelo Medical University- Argentina

HIV AIDSStanford University- USA

HIV AIDSStanford University- USA

HIV AIDSStanford

University- USA

HIV AIDSStanford

University- USA

Global Knowledge sharing and learning through SMILE

• Inquiries drive knowledge generation• More knowledge leads to newer/more useful

inquiries

Taxonomic classification leads the evolution of perspectives and inquiries

SMILE – Inquiry based Learning

Have you tried to make a question in your life?

What’s involved? First, decide a domain or topic. You have to know “some” stuff about it before you can make questions. For example, if you are making a question regarding antibiotics, you will come up with something like this:

Which of the following is not antibiotic?• Bacitracin• Acyclovir • Neomycin • Chloramphenicol

What do you do as a student?

Obviously, this will require memorizing a list of antibiotics and antivirals.

So you can see which one belongs to which classification or not.

This type of questions triggers a simple recall.

What is a good question?

Lower Order Question• Which one of following lists the pathogens in the correct

order of sizes from the smallest to the largest?

More cognitively demanding inquiry

• Which of following disease would be least likely associated with a result of an infectious pathogen?

Another example that requires little more than a simple recall, and thus more cognitively demanding inquiry would be:

How do you most efficiently distinguish the species of staphylococcus genus from the species of streptococcus genus?

This type of inquiry requires not only understanding different classifications at the factual level, but also deep understanding of subspecies along with numerous similarities and differences that may exist at more complex levels (e.g., visual, cellular, enzyme, etc.).

streptos - “grow in chains or pairs”S. Thermophilus is used to make yogurt.T. S. pneumoniae causes pneumonia

staphylē, "bunch of grapes" mostly harmlessS. Aureus causes Staph infections and create toxins.

Evaluate Questions

• Challengability• Creativity • Importance • Relevance • media effectiveness• Multi-conceptuality • Clarity • Reflectorbility

Challengability

No simple recall!No memorization!

.

Creativity

• Unexpected, innovative, out of normal boundary of thinking.

Importance

• Knowing the answer to this question is important for me to succeed in my major and this course.

Relevance

This question is related to the course objectives and the overall intention of the subject.

media effectiveness

The author used more than text to create the questions and the media object embedded is well selected and used to enhance the question's overall quality.(If no media, give lowest score)

Multi-conceptuality

In order to answer the question, I must know more than one concept, principle, attribute, or area of topic.

Clarity

Clarity - the question is written clearly so I can understand what it is asking whether I know the answer or not..

Reflectorbility

This question makes me think deeply. Makes me think various possibilities, cases, in multiple levels.

Session1- Today’s topic

HIV

Session2- Today’s topic

Let’s• Group together!

1

2

3

4

5

6

Log in

• User name:group1@medric.com• Password:medric1

Group 4,5,6

1. Discuss about the question2. Create inquiry (stem)3. Add relevant media4. Add options; a correct answer (the key) and 3

incorrect answers (distractor)5. Post

Group 1,2,31. Discuss about the question2. Create inquiry (stem)3. Add relevant media4. Pass your device to the other group

4 5 6

Group 1,2,3

5. Add options; a correct answer (the key) and 3 incorrect answers (distractor)6. Post

Select the HIV category

Select Smile

Select CNBU- Medical informatics Community

Select the HIV Exam category

Create inquiry and options

Preview your question and submit

Evaluation time!

Evaluate Questions based on:

• Challengability• Creativity • Importance • Relevance • media effectiveness• Multi-conceptuality • Clarity • Reflectorbility

Evaluation time!

• Fill out the form and rate questions Individually and in group.

Group Average Rating

Group Final Rating Remarks

Challengability- 1 2 1 4 2 3Creativity - 2 2 3 4 2.75 3 Importance - Relevance- media effectiveness- Multi-conceptuality- Clarity - Reflectorbility-

Others, Please specify

Others, Please specify

Overall Rating

Submit your rating and post

Questions

Group5

Group2

Panel of ExpertsBarcelo University- Argentina

Panel of ExpertsCBNU-Korea

Winners

Thank You

Paul Kim- phkim@stanford.eduArafeh Karimi- arafeh.karimi@gmail.com