Monday, June 6, 2016

End of Term Youtube Extravaganza


1.      Wynonna Earp- the best program on TV that you are not watching (strong language): https://www.youtube.com/watch?v=t3sEmI55R0s

2.      Best of the Tour de France 2015: https://www.youtube.com/watch?v=BXzfY28QYWU

3.      LaGuardia Cross- this fellow has the funniest baby video series on the net: https://www.youtube.com/watch?v=4Qx1VO5wflc

4.      Blues Magoos- Psychedelic Lollipop: because you had to be there: https://www.youtube.com/watch?v=R-PhK4RnvZ4

5.      Wine- well, it’s my thing: https://www.youtube.com/watch?v=uvWL6_A7uQc

6.      Alex Honnold- the rock climber who scares everyone: https://www.youtube.com/watch?v=SR1jwwagtaQ

7.      How (not) to Practice Evidence-Based Medicine: https://www.youtube.com/watch?v=GUUF_UI4OrU

8.      Tech magic: very cool, this! https://www.youtube.com/watch?v=SElsEYIXBfk

9.      Big Sur- it’s gorgeous there: https://www.youtube.com/watch?v=TQ1aGcrADBo

10.   Happy Trails to you! https://www.youtube.com/watch?v=hgw_yprN_-w

Monday, May 9, 2016

Flipping the Classroom


In a flipped classroom, the time spent on lecture and the time spent doing work outside the classroom are reversed. For example, you might provide the students in your class a reading assignment that matches what you might have lectured about, or you might ask them to view a few short videos-or a video of your lecture- before coming to class. When they do come to class, you organize them to conduct an activity, such as a discussion or an exercise of some kind. This makes for a far more active and involved experience for students, moving them away from the traditional pedagogical model of passive learning via lecture.
With the brightspace LMS in place, it is relatively easy to flip the classroom. An instructor can post the video lecture to the LMS, and ask that it be seen before class. Preparatory material for in-class exercises can be provided as well.

The benefit of this model is that in keeps the students engaged throughout the class period. In a traditional lecture setting- and while this is still the dominant model, we should keep mindful that younger students no longer really bother to take notes, but instead simply use their technology to keep class material- students often do not have time to really process information. They are too busy trying to keep up with you, quickly writing down what they feel is the essence of your lecture material.

But to do this right means to plan it well. For example, you might need to record your lecture. You can do this with Capture technology built in to brightspace or you can do it using your own tablet or camera. You need to work out a reasoned class exercise. But for all that, flipping the classroom but more responsibility on students to engage in learning, shifting some of it off of you. it is a strategy worth considering.

Monday, May 2, 2016

Palmer San Jose Homecoming

We just celebrated another homecoming at our San Jose campus. Following is a list of some of the presentations that were made.

  • Ted Forcum: Lessons learned from the Joint Commission on Sports Medicine and Science
  • Robert Cooperstein: Integrated chiropractic technique: the low-tech anatomic short leg screen and clinical implications
  • Mary Frost: Be the trusted leader in your community
  • Peter Fysh: Chiropractic care for the pediatric patient
  • Robert Walsh: Experiences integrating chiropractic with Veterans Health Administration Services
  • Tom Hyde: Clinical case management of the knee
  • Daniel Lord: The rise of corporate chiropractic and primary care integration
  • Joseph Biernat: Bone health and support
  • Kevin Wong: Evaluating and adjusting the shoulder and the TMJ the Wong way
  • David Quist: Emergency and urgent conditions encountered in the chiropractic office: recognition, care, management and referral considerations
  • Sherry McAllister: Chin up! Avoiding tech neck: averting biomechanical dysfunction from the use of mobile technologies
  • Matt Richardson: Quality radiographs in a busy chiropractic practice
  • Ramin Shiva: Workers Compensation update
  • Dennis Marchiori: Challenging a profession: changing public perceptions about chiropractic
  • Brad Jacobs: Integrative medicine: a new paradigm for healthcare in the 21st Century
  • Tom Souza: Triple play: a review of the most significant literature publications over the last three years focusing on three studies in three topic areas
  • Todd Hubbard: The Blair upper cervical chiropractic technique: what you can see on a radiograph
  • Michelle Barber: Athletes at risk: the female athlete triad

Monday, April 25, 2016

Reference Styles

In general, there are two different methods you can use when preparing references for a paper you may be writing. Generically, these are known as the name-date system and citation-sequence system. The former is demonstrated by APA and the latter by Vancouver style referencing. Which one you use depends on the journal to which you plan to submit.

In name-date system, you cite a reference in text, by including author name and publication date in parentheses. You then put that reference at the end of the paper, in the reference list, and in alphabetical order. An example would be something like this: “In the seminal work by Andrews (Andrews, 1998)...” the chief benefit to this system is the ease of update and correction- if you need to add a reference, it can easily be done and the same holds true if you need to delete a reference. But the main disadvantage here is that it ends up with strings of words interrupting the text that the reader is looking at, which can be frustrating to read. This is often referred to as APA style, based on the American Psychological Association; it may also be referred to as Oxford style.

In a citation-sequence system, which is more common in biomedical publication, the citation is made by number in the test, in the order of occurrence. The reference list at the end is thus the actual order of citation of each reference. If you need to cite an earlier reference, you do so by reference to its original citation number. An example would be: “In the seminal work by Andrews (1)…” The chief benefit of this system is that it makes the text much easier to read, since there are fewer interruptions in the flow of words. Its primary disadvantage is that if you need to add or delete a reference, you will then need to renumber your reference list and also change all the numbers in text to make sure they still match. It is for this reason that we often see people using reference managers such as EndNote or Reference Manager. I caution, though, that reference managers are only as good as the information you import. This system is also referred to as Vancouver style, after the so-called Vancouver Accords followed by many biomedical journals.

Both systems are seen in scientific publication, but Vancouver is more common. You should be familiar with both and carefully follow journal instructions related to references. They are certainly the most common source of problems for editors.