health literacy for young scientists

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Iris Thiele Isip Tan MD, MSc Director, UP Manila Interactive Learning Center Chief, UP Medical Informatics Unit Professor, UP College of Medicine www.endocrine-witch.net @endocrine_witch

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Page 1: Health Literacy for Young Scientists

Iris Thiele Isip Tan MD, MSc Director, UP Manila Interactive Learning Center

Chief, UP Medical Informatics Unit Professor, UP College of Medicine

www.endocrine-witch.net@endocrine_witch

Page 2: Health Literacy for Young Scientists

MAKE EVERYTHING AS SIMPLE AS POSSIBLE,

BUT NOT SIMPLER.- Albert Einstein

www.physicsforums.com/threads/meaning-of-make-everything-as-simple-as-possible-but-not-simpler.595440/

Page 3: Health Literacy for Young Scientists

MAKE EVERYTHING AS SIMPLE AS POSSIBLE,

BUT NOT SIMPLER.- Albert Einstein

It can scarcely be denied that the supreme goal of all theory

is to make the irreducible basic elements as simple and as few

as possible without having to surrender the adequate

representation of a single datum of experience.

www.physicsforums.com/threads/meaning-of-make-everything-as-simple-as-possible-but-not-simpler.595440/

Page 4: Health Literacy for Young Scientists

A DOCTOR ON FACEBOOK#TEDxDiliman 2015

Page 5: Health Literacy for Young Scientists

A DOCTOR ON FACEBOOK#TEDxDiliman 2015

Page 6: Health Literacy for Young Scientists

HEALTH LITERACY

Degree to which individuals have the capacity to obtain, process and understand basic health information and

services needed to make appropriate health decisions US Department of Health & Human Services (2000). Healthy People 2010

Page 7: Health Literacy for Young Scientists

SCIENTIFIC LITERACY

Knowledge and understanding of scientific concepts and processes required for personal decision making, participation

in civic and cultural affairs, and economic productivity

National Education Standards

Page 8: Health Literacy for Young Scientists

Ask, find, or determine answers to questions derived from curiosity about everyday experiences

SCIENTIFIC LITERACY

Describe, explain, and predict natural phenomena

National Education Standards

Page 9: Health Literacy for Young Scientists

SCIENTIFIC LITERACYNational Education Standards

Read with understanding articles about science in the popular press

Engage in social conversation about the validity of the conclusions

Page 10: Health Literacy for Young Scientists

SCIENTIFIC LITERACYNational Education Standards

Identify scientific issues underlying national and local decisions

Express positions that are scientifically and technologically informed

Page 11: Health Literacy for Young Scientists

SCIENTIFIC LITERACYNational Education Standards

Evaluate the quality of scientific information on the basis of its source and the methods used to generate it

Page 12: Health Literacy for Young Scientists

SCIENTIFIC LITERACY

National Education Standards

Capacity to pose and evaluate arguments based on evidence

Apply conclusions from such arguments appropriately

Page 13: Health Literacy for Young Scientists

https://youtu.be/ibfAF66JzFE

ENDOCRINE DISRUPTING CHEMICALS Hormone Health Network

Page 14: Health Literacy for Young Scientists

https://youtu.be/ibfAF66JzFE

ENDOCRINE DISRUPTING CHEMICALS Hormone Health Network

Page 15: Health Literacy for Young Scientists

Gore et al. Introduction to Endocrine Disrupting Chemicals (EDCs): A Guide for Public Interest Organizations and Policy-Makers, 2004

DDT

Lead Phthalates Cadmium

Page 16: Health Literacy for Young Scientists

Gore et al. Introduction to Endocrine Disrupting Chemicals (EDCs): A Guide for Public Interest Organizations and Policy-Makers, 2004

Bisphenol A (BPA)Polychlorinated biphenyls (PCBs)

Page 17: Health Literacy for Young Scientists

Gore et al. Introduction to Endocrine Disrupting Chemicals (EDCs): A Guide for Public Interest Organizations and Policy-Makers, 2004

Page 18: Health Literacy for Young Scientists

What do you think? Should we believe this?

http://articles.mercola.com/sites/articles/archive/2016/01/13/bpa-health-effects.aspx

Page 19: Health Literacy for Young Scientists

EVALUATING HEALTH INFORMATIONIs the source credible?

Who published the information? Who are the authors? What are their credentials? Do the authors have a hidden agenda? Is the information peer reviewed?

www.ucsfhealth.org/education/evaluating_health_information/

Page 20: Health Literacy for Young Scientists
Page 21: Health Literacy for Young Scientists

EVALUATING HEALTH INFORMATIONIs the information accurate?

Is the information based on scientific evidence? Is the information supported by facts? Is the original source listed? Do other sources back up the information?

www.ucsfhealth.org/education/evaluating_health_information/

Page 22: Health Literacy for Young Scientists
Page 23: Health Literacy for Young Scientists

CONCLUSION: Factors other than diet and physical activity may be contributing to the increase in BMI over time. Further research is necessary to identify these factors and to determine the mechanisms through which they affect body weight.

“ … but what factors, exactly? This remains to be seen, but increasing evidence suggests environmental chemicals, particularly endocrine-disrupting chemicals (EDCs) are playing a role.”

http://articles.mercola.com/sites/articles/archive/2016/01/13/bpa-health-effects.aspx

But Mercola says -

Page 24: Health Literacy for Young Scientists

EVALUATING HEALTH INFORMATIONRed flags The information is anonymous

There is a conflict of interest The information is one-sided or biased The information is outdated There is a claim of a miracle or secret cure No evidence is cited The grammar is poor and words are misspelled

www.ucsfhealth.org/education/evaluating_health_information/

Page 25: Health Literacy for Young Scientists

http://www.pbslearningmedia.org/resource/envh10.health.greenchem/green-chemistry/

GREEN CHEMISTRY

Page 26: Health Literacy for Young Scientists

http://www.pbslearningmedia.org/resource/envh10.health.greenchem/green-chemistry/

GREEN CHEMISTRY

Page 27: Health Literacy for Young Scientists

Design of chemical products and processes that reduce or eliminate the

generation of hazardous substances.

GREEN CHEMISTRY

www.epa.gov/greenchemistry

Page 28: Health Literacy for Young Scientists

4000 YEARS OF MEDICINE2000 BC Here, eat this root1000 AD That root is heathen! Here, say this prayer.1865 AD That prayer is superstition! Here, drink this potion.

1935 AD That potion is snake oil! Here, swallow this pill.

1975 AD That pill is ineffective! Here, take this antibiotic.2000 AD That antibiotic is poison! Here, take this root.

Page 29: Health Literacy for Young Scientists
Page 30: Health Literacy for Young Scientists

https://draxe.com/turmeric-benefits/

Page 31: Health Literacy for Young Scientists

in vitro study

Page 32: Health Literacy for Young Scientists

Mahalagang paalala: Ang (name of product) ay hindi gamot at hindi

dapat gamiting panggamot sa

anumang uri ng sakit

NO APPROVED THERAPEUTIC

CLAIMS

Page 33: Health Literacy for Young Scientists

Phase 1 Healthy volunteers SAFETY

Phase 2 Patients EFFECTIVENESS

Phase 3 Patients Different populations, dosages, in combination with other drugs

Page 34: Health Literacy for Young Scientists

https://youtu.be/S0_SbojHGeo

Tu Youyou becomes first Chinese woman to win a Nobel Prize ITV News

Page 35: Health Literacy for Young Scientists

https://youtu.be/S0_SbojHGeo

Tu Youyou becomes first Chinese woman to win a Nobel Prize ITV News

Page 36: Health Literacy for Young Scientists

Iris Thiele Isip Tan MD, MSc Director, UP Manila Interactive Learning Center

Chief, UP Medical Informatics Unit Professor, UP College of Medicine

@endocrine_witch

www.endocrine-witch.net