Unit 8 Article Evaluation 3 You’ll need to provide a summary and evaluation of one more scholarly, peer-reviewed journal article. Review any necessary tutorials from the Unit 3 and/or 5 Summary & Evaluation Criteria sections (particularly about how to summarize a research article, as well as the CRAAP handout) as well as feedback from your Unit 3 & 5 Article Evaluation assignments Assessment/Exercises This assignment is the third of three article summary & evaluation assignments. Select an article from these two options (not in APA format), using your library skills to locate the full text: Option 1: Junod Perron N, Dao MD, Righini NC, et al. Text-messaging versus telephone reminders to reduce missed appointments in an academic primary care clinic: a randomized controlled trial. BMC health services research . 2013;13:125-125. Option 2: Sobel D, Popp PL. Informed consent and expectation management: A case study. Journal of Healthcare Risk Management. 2006;26:21-26. You will start with your reference, then a one paragraph summary and one paragraph evaluation (combined 250-350 words, not including the reference). Refer to the information in the Unit 3 and Unit 5 readings/tutorials sections and the assignment rubric if you have questions, and/or ask your faciitator! 1. In a double-spaced Word document (or PDF), cite (in APA format), summarize and evaluate the scholarly, peer-reviewed journal article you find using a minimum of one criteria from each of the sections of the CRAAP evaluation handout. 2. Post your work using the Article Summary & Evaluation 3 Assignment link found in the Table of Contents (250min-350max words not including reference, 30 points). **You should not directly quote the article at all. Since you include the reference above the summary & evaluation (in the style of an annotated bibliography), you do not need to include in-text citations when paraphrasing. ______________________________ The format of your assignment will be: Reference (APA format) Summary (1 paragraph overview of the resource in your own words) Evaluation (1 paragraph addressing each section of the CRAAP handout criteria, in your own words) Refer to the sample in Unit 3 to see what your assignment will look like (please note you will be submitting a Word document and you will not include the brackets/labels as shown in the sample). Also, be sure to refer to feedback from your facilitator on the Unit 3 and Unit 5 article assignments–use what you’ve learned to make this your best summary/evaluation yet. just be careful with your APA format! Unit 8 Post-Assessment The purpose of this post-assessment is to reflect back on how your research process has changed since the first week of the course. You will want to review your Unit 1 Pre-Assessment submission prior to taking this quiz. QUESTION 1 1. After reviewing your submission for the Unit 1 Pre-Assessment (you had to find one source for a 5 page research paper on either virtual reality use in physical therapy or EHR alert fatigue), respond to the following prompts: ‘How do you think your initial approach fared? ‘What are things you already did that first week that we later covered in the course? ‘What are things you did not do that first week that we later covered in the course? ‘Do you plan to change your research approach going forward after taking this course? In what ways? Be specific. Minimum word count: 100 Running heads: Information Literacy Information Literacy University Of Illinois at Chicago BHIS 499 Information Sources in Biomedical & Health Information Sciences Mills, Laura – Instructor January 13, 2022 Running heads: Information Literacy Acknowledging the sources of information used could be seen as the most difficult among the five Components of Information Literacy. This is because it must be done precisely, and the student or researcher must understand the legal, socioeconomic, and ethical issues surrounding information. This concept applies primarily to copyrights, creative comments, public domain, and fair use guidelines (5 Components of Information Literacy, 2014). For instance, recognizing the protections and limits of free speech and censorship may be an issue, since the limits are only set by the author, publisher, or speaker and can change at any given moment. Knowing how to download legally purchased music may be complicated and timeconsuming for many students or researchers. The most surprising section to me was ‘searching is a strategic exploration.’ I was surprised to learn that a person’s attributes affect how he or she can search. People’s behavior data is constantly changing. They become better searchers as their knowledge advances, and hence, they eventually learn to stretch (Framework for Information Literacy for Higher Education, 2021). Most content marketers only focus on the search query or search term keywords. That is why people have to know the why and how behind a specific keyword. The connection between the Saines summary and the video is that they focus on how individuals use information accordingly. The video does this by outlining the five components of information literacy, while the Saines summary achieves this by summarizing the ACRL Framework for information literacy. The difference between the Saines summary and the video is that the summary mainly focuses on the information literacy of researchers. In contrast, the video focuses on information literacy in the academic field and the real world. The video goes on to give examples distinguishing between the two. Running heads: Information Literacy References 5 Components of Information Literacy. (2014, January 29). YouTube. https://www.youtube.com/watch?v=1ronp6Iue9w Framework for Information Literacy for Higher Education. (2021, October 13). Association of College & Research Libraries (ACRL). https://www.ala.org/acrl/standards/ilframework Running heads: Her Alert Fatigue EHR Alert Fatigue University Of Illinois at Chicago BHIS 499 Information Sources in Biomedical & Health Information Sciences Mills, Laura – Instructor January 11, 2022 Running heads: Her Alert Fatigue Research Process I found the source by running a Google search query for ‘EHR alert fatigue.’ Given the numerous results, I restricted the search to PDF resources and assessed the subsequent results based on whether they were academic and peer-reviewed. Evaluation Process The results’ titles were checked to see how they fit with the query. I skimmed through the abstract to confirm that it was the most appropriate choice. Also, the chosen article is the most recent among the results. Most importantly, the title portends that it goes beyond the problem to offer solutions. Running heads: Her Alert Fatigue APA Citation Wan, P.K., et al. (2020). Reducing alert fatigue by sharing low-level alerts with patients and enhancing collaborative decision making using Blockchain Technology: scoping review and proposed framework (MedAlert). Journal of Medical Internet Research, 22, 10, e22013. doi: 10.2196/22013 1 Unit 3 Article Summary & Evaluation 1 University Of Illinois at Chicago BHIS 499 Information Sources in Biomedical & Health Information Sciences Mills, Laura – Instructor January 26, 2022 Unit 3 Article Summary & Evaluation 1 2 Serrano, K. J., Yu, M., Riley, W. T., Patel, V., Hughes, P., Marchesini, K., & Atienza, A. A. (2016). Willingness to exchange health information via mobile devices: Findings from a population-based survey. The Annals of Family Medicine, 14(1), 34–40. doi:10.1370/afm.1888 The authors analyze the 2013 population-based Health Information National Trends Survey to determine patients’ willingness to exchange information via mobile devices. The article reports on the analysis of data from a sample size of 3,165 patients and cites various types of information that patients were found to be more willing to exchange when their perceived sensitivity is compared with that of diagnostic information. They include reminders for appointment and medication, general tips on health, results from laboratory tests, and symptoms. The authors found respondents to be reluctant to exchange information that they considered sensitive or complex, with reluctance/willingness evidently associated with age and socioeconomic factors, as well as trust in professional information. The title of the article may be misleading. While the article highlights the extent of patient willingness to share information via mobile devices, it emphasizes types of information. Therefore, the title should have included the information ‘type’ component. Moreover, depending on secondary data means the authors lacked control over the data’s credibility, through the sampling process, data collection, and analysis. The survey they rely on happened three years before their article, and behavior patterns may have changed since then. Nonetheless, while the sample size may be insufficient for generalizing attitude/behavior patterns at a national level, the diversity of the patients helps to mitigate inherent limitations of this fact. The participants were of different – albeit overlapping – groups (sex, races, education, and household income), and though not necessarily accounting 3 for national behavior patterns, the article highlights significant distinctions across various population sub-groups. Moreover, the article’s list and coverage of specific types of information is generally comprehensive. It helped to fill in a gap in research and knowledge, focusing on a subject area that was, until then, largely unexplored. Thus, is invaluable in opening a new path for future research. Running Heads: Article Evaluation 2 Unit 5 Article Evaluation 2 Assignment University Of Illinois at Chicago BHIS 499 Information Sources in Biomedical & Health Information Sciences Mills, Laura – Instructor February 9, 2022 Unit 5 Article Evaluation 2 Assignment Running Heads: Article Evaluation 2 Johnson, C. M., McIlwain, S., Gray, O., Willson, B., & Vorderstrasse, A. (2017). Creating a sustainable collaborative consumer health application for chronic disease selfmanagement. Journal of Biomedical Informatics, 71, 198206. https://doi.org/10.1016/j.jbi.2017.06.004 The article looks to address the need for consumer-centric health informatics application to help different individuals with disease self-management expertise. A major obstacle that the authors address is the high development cos of the applications that bring up a need to build agnostic architecture for diseases that could be applied for any chronic disease. The main focus of this article is the description of the architecture of a collaborative virtual environment (VE) platform, known as LIVE©. This platform was created to help people with type 2 diabetes with self-management skills and social support, but can also be reused for any other chronic disease. While testing its usability in a randomized controlled trial, LIVE© recorded ‘good’ efficacy or usability results among half the participants. Despite common errors that arose during the evaluation, LIVE© was found to be a generalizable and usable platform that can be adapted for other chronic diseases to enhance futuristic health research and applications. Published in 2017, this article provides current information regarding the use of effective modern platforms to enhance consumer-centric health outcomes. The article has been revised once, making it more current and reliable after being initially received in November, 2016. Targeted at healthcare professionals, this article provides relevant information that addresses the needs of its target audience and provides them with alternatives to provide quality care to patients with chronic diseases. The are experts in the fields of nursing and health sciences at The University of Texas and Duke University, giving them the authority to be qualified to write on this topic. Their email information and associated institutions are provided to further prove their authority. Since it was published on the Journal of Biomedical Running Heads: Article Evaluation 2 Informatics, a peer-reviewed scientific journal that contains research in health informatics or in translational bioinformatics, the article boasts high levels of accuracy having been reviewed, supported by evidence, and containing unbiased language. Lastly, the information fulfils its main purpose to inform medical practice pertaining to people suffering from chronic diseases, using facts that are impartial and objective, and devoid of any glaring political, ideological, cultural, religious, institutional or personal biases. Purchase answer to see full attachment

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.