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25 04 15 cover what i learned HELATH cmns 19

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25 04 15 cover what i learned COLLEAGUES 20

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25 04 15 cover what i learned REFLEXIVITY 22

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Find a set of short how-to online engagement 5-minutes learnings.
CLICK HERE TO ACCESS MICRO-LEARNINGS

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Click here to learn at your own pace

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USING RESEARCH PARTICIPATORY VISUAL METHODS

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USING RESEARCH PARTICIPATORY VISUAL METHODS

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CLICKE HERE FOR FREE ACCESS TO THIS COURSE
Learn alone or with your team at your own pace

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Cliquez ici pour afficher

1. Reconnaître les éléments qui rehaussent la relation patient-fournisseur

2. Identifier des outils pour améliorer la communication

3. Connaître des stratégies pour offrir un milieu physique propice à la collaboration entre patients et fournisseurs

4. Réfléchir aux manières par lesquelles une bonne relation patient-fournisseur diminue la stigmatisation du VIH (et potentiellement celle d’autres problèmes de santé stigmatisés).

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Comment préparer des affiches scientifiques « parlantes »!

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Comment préparer des affiches scientifiques « parlantes »!

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Le présent tutoriel vous offre des renseignements de base sur les affiches scientifiques et des conseils qui feront qu’on se souviendra de votre affiche.

Cliquez ici

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The patient provider relationship is a cornerstone of health promotion.
CLICK HERE TO ACCESS THIS eMODULE

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Learn at your own pace

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LEARN FROM PARTICIPATORY RESEARCH ABOUT HIV AND NEUROCOGNITIVE CONCERNS

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LEARN FROM PARTICIPATORY RESEARCH ABOUT HIV AND NEUROCOGNITIVE CONCERNS

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Explore at your own pace

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HEADS UP! (2015-2016) is a CIHR and REACH funded study bringing together members of the community, health care providers, and researchers to generate and translate knowledge about HIV-associated neurocognitive disorder (HAND).

HEADS UP! (1) explored the lived experience of HAND using ethnographic research methods to help inform clinical definitions, guidelines and interventions for HAND; and (2) provided participants (and their care providers) with knowledge about their cognitive status-including strengths and weaknesses as well as compensatory and restorative strategies to manage cognitive impairments, if present.
WHY DID WE STUDY HAND?
Little is known about how individuals with HAND view, cope with, and manage changes in memory, attention and thinking in day-to-day lives. We explored the qualitative experience of those living with HAND. The goal of this study was to explore the trajectory and consequences of HAND and coping strategies.
HOW DID WE STUDY IT?
Twenty-five diverse adults living with HAND were interviewed by the Research Coordinator and Principal Investigator between January and October 2015. Patients who receive HIV care and support services at Casey House, St. Michael's Hospital (Toronto) and The Dr. Peter Centre (Vancouver) were recruited for HEADS UP! Study.

Questions prepared by study investigators and trained peer researchers focused on: (1) the trajectory of HAND; (2) HAND's effects on self-confidence, mood and resilience; and (3) the role of HAND in interactions with friends, family and healthcare providers. Participant interviews were transcribed verbatim and analyzed: the first available set of 10 transcripts was coded by one academic and one PRA.
WHAT DID WE LEARN IN OUR STUDY?
Codes included "How HAND happens to me over time" (trajectory and landmarks), day to day impact of HAND: challenges, changes, experience of HAND; emotional impact (stigma, embarrassment, loss of self-efficacy); practical and material impacts of HAND (e.g., job loss); strategies (actions taken over time such as having an exercise regime) and tactics (immediate actions such as "laughing it off") used to manage cognitive difficulties; impact of HAND in interactions with health care providers (e.g., doctors, nurses, etc.); impact on social participation (e.g., avoiding friends or groups when they notice forgetfulness or confusion); and integration of HAND diagnosis into one's identity.

The themes derived from HEADS UP! interviews included:

(1) The lived experience and emotional impact of cognitive impairment: Participants described experiencing confusion, anxiety and frustration as a result of their cognitive impairment, as well as fear of losing their identity and living with the stigma of cognitive difficulty added to HIV. Other consequences of HAND included material losses (e.g., misplaced cheques), missed appointments, and medication dosage errors or misses.

(2) S trategies used to cope with cognitive impairment: Participants reported HAND-related adaptive strategies (e.g., de-cluttering one's space, seeking memory-aid support from friends and healthcare providers about appointments and even personal memories) and maladaptive strategies (e.g., long-term use of substances to increase attention or achieve forgetfulness).

Strategies for managing cognitive impairment varied according to participants' strengths; those who are tech-savvy use technology for reminders, alarms, appointments, and important dates. Visual learners keep reminders and appointments on bulletin boards and/ or large calendars. Participants described helpful in-the-moment tactics such as "laughing it off" (using humour to cover/dismiss symptoms).

(3) Outcomes of the HAND assessment de-briefing with a clinical neuropsychologist: When speaking about the HAND assessment feedback session with a clinical neuropsychologist, many participants expressed relief at not have severe cognitive impairment and/or a neurological condition such as Alzheimer's disease or other dementia. However, participants expressed uncertainty about the future regarding the progression/prognosis of their cognitive impairment and what supports will be needed.

(4) Interactions with healthcare providers and caregivers about HAND: Participants' greatest supports are healthcare providers and intimate partners (although families can be harsh on participants' forgetfulness or lack of attention and sharpness) and yet they report having few explicit conversations about their cognitive functioning as a potential HIV symptom. This is a barrier to interventions for and prevention of HAND-related cognitive decline. With regard to health systems, there may be systemic gaps in patient-support for those experiencing cognitive impairment, such as not calling to remind participants about important appointments.
WHAT WE DID WITH OUR FINDINGS
Click here to download our non-clinical brochure: it describes some key info. about HIV-associated neurocognitive disorder (HAND) and also includes non-clinical tips to support those living with HAND.

Click here to see our poster on results and poster on methods presented at the 25th annual conference of the Canadian Association for HIV Research (CAHR) in 2016.

HEADS UP! also produced the testimonial/information video you can watch here.
HIV and Your Brain
Brain health is an important part of our overall well-being. Our brain is as important as all the other organs in our body, like our hearts, kidneys, lungs and liver. Good brain health helps us process words and tasks efficiently, feel sharp-minded, be good problem-solvers, pay attention to people and things we value, and remember important names and dates. HIV can affect the brain and have a negative impact on cognition, which is the ability to focus on tasks, remember names and events, and think as fast as we can when making choices. The virus can cause HIV-associated neurocognitive disorder or HAND, which slows cognition, making it harder to find words or remember things.

In the video below, Francisco Ibanez-Carrasco interviews an esteemed panel of researchers about recent studies of HIV-Associated Neurocognitive Disorder.
Additional Resources:

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HEADS UP! (2015-2016) is a CIHR and REACH funded study bringing together members of the community, health care providers, and researchers to generate and translate knowledge about HIV-associated neurocognitive disorder (HAND). HEADS UP! (1) explored the lived experience of HAND using ethnographic research methods to help inform clinical definitions, guidelines and interventions for HAND; [...]

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INFOGRAPHIC DESIGN 101 FOR YOUR TEACHING AND LEARNING

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INFOGRAPHIC DESIGN 101 FOR YOUR TEACHING AND LEARNING

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CLICK HERE TO ACCESS THE COURSE

Infographics are effective in  public health educational contexts because they use imagery to highlight, explain, or enhance a great deal of text-based information. Infographics can capture attention, convey information, and encourage data retention despite their complex nature.

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Before we use any other methods in research, we observe. Get the 411 about Participant Observation in this brief eCourse. CLICK HERE TO ACCESS THE eMODULE

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Tools for Social-Behavioural Community-Based Research in HIV

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Tools for Social-Behavioural Community-Based Research in HIV

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CLICK HERE TO ACCESS THIS FREE COURSE

GOALS

1. To help you become a thoughtful reader of HIV-related social behavioral research;

2. To review the key elements of CBR;

3. To help you practice some aspects by outlining your very own research project. This can be a project you have participated in, an imagined project you might want to implement, or a project you are currently trying to get off the ground with a team.

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CONSEILS POUR LA RECHERCHE QUALITATIVE À L'AIDE DES GROUPES DE DISCUSSION ET DES ENTREVUES EN LIGNE

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CONSEILS POUR LA RECHERCHE QUALITATIVE À L'AIDE DES GROUPES DE DISCUSSION ET DES ENTREVUES EN LIGNE

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CLIQUEZ ICI POUR ACCÉDER À CE COURS GRATUIT

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TIPS FOR QUALITATIVE RESEARCH USING ONLINE FOCUS GROUPS & INTERVIEWS

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TIPS FOR QUALITATIVE RESEARCH USING ONLINE FOCUS GROUPS & INTERVIEWS

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CLICK HERE TO ACCESS THIS FREE COURSE

In this Module, we give you tips to conduct oral synchronous online qualitative data collection via focus groups and interviews when using video-conferencing platforms.

These are tips for those eliciting and recording verbalized utterances from participants synchronously, that is, in-the-moment.

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HAGA CLICK AQUI PARA ENTRAR AL CURSO

En este módulo, le damos consejos para llevar a cabo la recopilación de datos cualitativos en línea sincrónica oral a través degrupos focalesyentrevistascuando se utilizan plataformas de videoconferencia.

Se trata de consejos para quienes obtienen y registran expresiones verbalizadas de los participantes de forma sincrónica, es decir, en el momento.

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Consejos para investigadores comunitarios que entrevistan en su propia comunidad.

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Consejos para investigadores comunitarios que entrevistan en su propia comunidad.

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HAZ CLICK AQUI PARA VER ESTE MODULO

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23 09 19 Top Tips for Sexual Health Research with Displaced, Refugee, and Undocumented Populations.

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23 09 19 Top Tips for Sexual Health Research with Displaced, Refugee, and Undocumented Populations.

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CLICK HERE TO ACCESS THIS FREE COURSE

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Consejos para investigadores comunitarios que entrevistan en su propia comunidad.

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Consejos para investigadores comunitarios que entrevistan en su propia comunidad.

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HAZ CLICK AQUI PARA VER ESTE MODULO

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Smart Snacks for the Academic Brain: Microlearning in 2025!

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Smart Snacks for the Academic Brain: Microlearning in 2025!

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🎯 Microlearning on Microlearning
Because nobody’s reading your 47-slide deck.

Learn how bite-sized teaching boosts motivation, improves retention, and fits real life.

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Hey Teachers: Assessing University Students' Multimodal Work

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Hey Teachers: Assessing University Students' Multimodal Work

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CLICK HERE TO START

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INCLUDING EQUITY, DIVERSITY AND INCLUSION, ACCESS AND BELONGING (EDIAB) IN RESEARCH.

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INCLUDING EQUITY, DIVERSITY AND INCLUSION, ACCESS AND BELONGING (EDIAB) IN RESEARCH.

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CLICK HERE TO VIEW

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CHL5114H - SUMMARY OF HEALTH COMMUNICATIONS COURSE 2023

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CHL5114H - SUMMARY OF HEALTH COMMUNICATIONS COURSE 2023

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Discover the art of health communication through a dynamic course that combines academic rigor with community engagement, exploring societal, political, and cultural influences to master effective health messaging across diverse contexts.

CLICK HERE!

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POST-COVID19 LEARNING, TEACHING and EVALUATING: LESSONS LEARNED

Explore the dynamic insights from group and one-on-one conversations with students, faculty, and support staff, presenting evidence on the shifting landscape between in-person and online education.

CLICK HERE!

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WHAT I LEARNED ABOUT UN/LEARNING TODAY 9

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WHAT I LEARNED ABOUT UN/LEARNING TODAY 9

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WHAT I LEARNED ABOUT LEARNING AND SIDE-CHATS TODAY 6

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WHAT I LEARNED ABOUT LEARNING AND SIDE-CHATS TODAY 6

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WHAT I LEARNED ABOUT LEARNING RUBRICS TODAY 5

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WHAT I LEARNED ABOUT LEARNING RUBRICS TODAY 5

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This infographic covers some starting point for in-class discussion or as a guide for students.

CLICK ON THE IMAGE
This is a clickable & downloadable PDF.

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CBR Jeopardy: a game about community-based research

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CBR Jeopardy: a game about community-based research

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We can adapt the game to the contents of your course. The Jeopardy format serves as review/formative assessment, it is playful and a bit competitive.

CLICK HERE TO VIEW

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HOW TO PREPARE ONLINE BICHRONOUS LEARNING EVENTS

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HOW TO PREPARE ONLINE BICHRONOUS LEARNING EVENTS

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CLICK HERE TO VIEW

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The goal is to interactively demonstrate how hard it is to label individuals and groups in epidemiology. We share the instructions and format. Some additional set up from the facilitator is required.

CLICK HERE TO VIEW

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In teams, participants align predictions (based on literature) to a timeline. Increases discussion about key ideas.
Give the demo a try. You can move the cards freely.
We can make one especially designed for your course needs!

CLICK HERE  TO SEE A DEMO

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For beginners. Don't know where to start and get the basic definitions and lingo?

Start here!

This 5 minutes lesson will get you up and going

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The goal of this activity is to increase your awareness of various terms and concepts that are relevant to various two-spirit, trans, and non-binary communities.

CLICK HERE TO SEE THE GAME

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PARTICIPATORY EVALUATION 101 WITH EXAMPLE FROM HIV COMMUNITY WORK

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PARTICIPATORY EVALUATION 101 WITH EXAMPLE FROM HIV COMMUNITY WORK

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CLICK HERE TO VIEW THIS eMODULE!

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Key elements for giving instructions to learning activities on and off-line.

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GLOSSARY & BASICS OF TRANSITIONING / MIXING LEARNING CONTENT ONLINE/IN-PERSON

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GLOSSARY & BASICS OF TRANSITIONING / MIXING LEARNING CONTENT ONLINE/IN-PERSON

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CLICK HERE TO VIEW

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Community-Powered HIV Research: Unleashing the Magic of Inclusive Science!

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Community-Powered HIV Research: Unleashing the Magic of Inclusive Science!

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CLICK HERE TO VIEW THIS eMODULE

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Tips for an amazing Community-Based Research Application!

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Tips for an amazing Community-Based Research Application!

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TOP TIPS TO INCLUDE "LIVED EXPERIENCE" IN RESEARCH

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TOP TIPS TO INCLUDE "LIVED EXPERIENCE" IN RESEARCH

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There is a growing expectation and demand that "patients" or persons "living with" a condition or in specific situations are included into any kind of health research studies and interventions. These pressures come from advocates, funders, and other stakeholders.

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Show this to students before they start their group work online. It has tips to succeed.

CLICK HERE TO SEE THE VIDEO

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INTERDISCIPLINARITY & COMMUNITY BASED RESEARCH (5 MINUTES)

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INTERDISCIPLINARITY & COMMUNITY BASED RESEARCH (5 MINUTES)

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CLICK ON THIS LINK TO VIEW

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TIPS FOR ONLINE FOCUS GROUPS & INTERVIEWS

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TIPS FOR ONLINE FOCUS GROUPS & INTERVIEWS

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CLICK ON THE LINK TO LEARN!

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Doris Peltier tells us how Storytelling Circles is a tool used by Indigenous people to transmit knowledge (8 Minutes)

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STORYTELLING CIRCLES AS INDIGENOUS METHODOLOGY

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STORYTELLING CIRCLES AS INDIGENOUS METHODOLOGY

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CLICK ON THIS LINK TO WATCH IT!

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CLICK HERE TO VIEW

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For beginners. Don't know where to start and get the basic definitions and lingo?
Start here!
This 5 minutes lesson will get you up and going!

CLICK HERE TO VIEW THIS RESOURCE!

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Presented to the
Social & Behavioural Health Sciences Division, Dalla Lana School of Public Health, University of Toronto, January 19, 2021

CLICK ON THE IMAGE BELOW TO START

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21 01 19 A DECADE OF KTE FOR CBR IN HIV - IBANEZ-CARRASCO

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LEARN HOW DLSPH FACULTY ARE TEACHING BIOSTATS ONLINE!

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LEARN HOW DLSPH FACULTY ARE TEACHING BIOSTATS ONLINE!

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CLICK ON EACH EXAMPLE BELOW

1. Kevin Thorpe

2. Michael Escobar

3. Tony Panzarella

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for your learning events. You ca do it with minimal effort!

CLICK ON THIS LINK TO LISTEN TO A 5 MINUTE PODCAST ABOUT ROUGH PODCASTING

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Does your teaching style matches or clashes with the learning styles of your students?

This micro-learning vid gives you food for thought and practice change.

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This amusing micro-learning offers quick tips to "embrace" multitasking.

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We give you tips of what to think about to prepare a great online learning event: a class, a conference, a meeting, etc.

CLICK HERE TO START!

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TIPS TO ENHANCE STUDENTS' ENGAGEMENT ONLINE

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TIPS TO ENHANCE STUDENTS' ENGAGEMENT ONLINE

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"engagement" is the result we all want to achieve in our online teaching or presenting. It is on the way to full "participation". Show this micro-learning to all those who want to enhance the engagement of their learning audience.

CLICK LINK TO VID

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How to record conversations about class material that students can access as video or audio casts.

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three black students listen to a prof broadcast on a flash gordon type of  tablet

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Send this to students and speakers. It contain playful tips to make online presentations agile.

CLICK HERE TO S TART

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This 5-minutes example shows you what is possible! We can adapt any game from your in-classroom practice to online.

CLICK ON THE TEXT ABOVE TO START

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How to grab a topical street level item and connect it to class contents on public health and health promotion

CLICK HERE TO SEE THE VID

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Ever wondered how we can actually make research ethics and methods more inclusive, digital, and human-centered?

In this 6-minute whirlwind, I share how community-led research, microlearning, and digital storytelling can flip the script on boring lectures and extractive methods. 📚💻✨

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