Dr Fiona Rawle Profile picture
May 7 8 tweets 3 min read
I gave a guest talk recently on identifying fake science news. Here is a framework we used: FALSE CASE 1/8

@CaulfieldTim @DrJenGunter @ScienceUpFirst @JonathanStea #ScienceUpFirst FALSE CASE: A Guide to Spotting Fake News F: Feel / Emotion
F: Feeling/Emotion. What feeling does the report trigger? Fake/sensational science news often uses explosive language to trigger emotions

A: Author. Who is it? What is their position? Who are they speaking for? 2/8
L: Language. What language is being used? Is it "sciencey-sounding" but actually just long words strung together? Is it inflammatory? Vague?

S: Source. What is the source of the study? Peer reviewed journal? Is there no source? 3/8
E: Exclusive/Secret. Does the person claim that this scientific discovery is a secret? Will you become part of an exclusive group once they tell you the secret?

C: Claim. Evaluate the claim carefully. What exactly is the scientific claim? What evidence supports the claim? 4/8
A: Agenda. What is the agenda of the people promoting this scientific claim? What do they hope to gain? (Remember Andrew Wakefield had a financial motive - and several of his "patients" were litigants in Richard Barr's lawsuit against vaccine manufacturers) 5/8
S: Scheme/Conspiracy. Do the people behind this claim say there is a broader scheme or conspiracy? For example, do they say that they have the cure to cancer and that big Pharma is hiding it? (This is a common claim on alternative health websites). 6/8
E: Everything is cured. Do the people behind this new discovery claim that it cures anything and everything? 7/8
This list is just a start - there are many more things to look for (like proper experimental design, controlling for placebo effect, proper randomization, replicates, making sure conclusions match results...the list is long). But we start our discussion with "FALSE CASE"

8/8

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More from @FiRawle

Nov 5, 2020
Several colleagues expressed surprise at this finding – as @ImogenRCoePhD pointed out this morning, gender bias in student evals of teaching is long established

A brief thread on past studies 👇

@dawnbazely @shoshanahjacobs @CCriadoPerez #WomenInStem @AcademicChatter
Paper by David Petersen & colleagues shows gender bias results in up to 0.5 point ⬇️ for women. Paper also highlights we don’t’ have evidence-based tools to counter these biases, but some deliberate anti-bias language use could help.

journals.plos.org/plosone/articl…
Paper by Kristina Mitchell & Jonathan Martin shows that different words are used to describe men vs women instructors & that men instructors are given a numerical score bump for being men.

cambridge.org/core/journals/…
Read 13 tweets
Sep 12, 2020
At the end of 1st lecture I asked my students "What is your biggest worry right now?" Take a second & read some of their responses, & if you're a prof, remember that our students have so much more on their shoulders than your 1 course

@AcademicChatter
#HigherEd #WomenInSTEM
-my parents who are essential workers
-my mental health and if it will prevent me from succeeding
-digital overload
-stress
-climate change. I can't sleep because of it
-money
-my brother's chemo
-procrastination
-being already behind
-I can't pay for both rent and food
-failing class
-chemistry
-not making friends
-never reaching my dreams because of covid
-both my parents lost their jobs
-disappointing everyone depending on me
-not keeping up with prof expectations
-not keeping up with all 5 classes
Read 5 tweets
Apr 14, 2020
How viruses got their names:

1. COVID-19. This is the name of the disease not the virus. The viruse that causes it is SARS-CoV2 (Severe Acute Respiratory Syndrome Coronavirus 2). For COVID19, Co is for Corona, VI is for Virus, D is for Disease, & 19 is the year it was identified
2. Chickenpox AKA varicella, caused by Varicella Zoster Virus (VZV). We don’t actually know how chickenpox got its name – might be because vesicles look like chickpeas or because “chick” refers to “child” & disease is usually seen in childhood. Or because disease is often mild
3. Ebola. The name comes from the Ebola River – an outbreak in 1976 (when Ebola was first identified) was in a village near this river.

4. Hantavirus. The name comes from the Hantan River where the disease was detected early on.
Read 13 tweets
Apr 5, 2020
Since this @nytimes article chose to only highlight the work of male scientists working on #COVID19, here are some of the outstanding #WomeninSTEM scientists doing amazing work.

ht @jenheemstra @AcademicChatter #AcademicChatter 1/

nytimes.com/2020/04/05/wor…
Dr. Samira Mubareka, microbiologist & infectious disease physician @Sunnybrook, & Dr. Karen Mossman, Professor of Pathology & Molecular Medicine @McMasterU, were a core part of the team that isolated #COVID19. Dr. Mossman also received $780,000 grant to study pathogenesis. 2/
Dr. Joanne Lemieux @profLemieux, a Professor of Biochemistry from @UAlberta, received a $700,000 grant to synthesize, study and evaluate potential drugs for #COVID19. 3/

#WomeninSTEM
Read 10 tweets
Jan 20, 2020
To teach students how to identify fake science, we use "FALSE CASE" @CaulfieldTim @DrJenGunter

F: Feeling/Emotion. What feeling does the report trigger? Fake/sensational science news often uses explosive language to trigger emotions

A: Author. Who is it? Credentials?

1/7
L: Language. What language is being used? Is it "sciencey-sounding" but actually gobbledegook? Is it inflammatory? Vague?

S: Source. What is the source of the study? Peer reviewed journal? Is there no source?

2/7
E: Exclusive/Secret. Does the person claim that this scientific discovery is a secret? Will you become part of an exclusive group once they tell you the secret?

C: Claim. Evaluate the claim carefully. What exactly is the scientific claim? What evidence supports the claim?

3/7
Read 9 tweets
Dec 9, 2019
To help my students study for their finals I’ve put together an ABC list of Science of Learning concepts: study smarter not harder @UTM @UTMBiology #ScienceOfLearning #EdChat #Education @AcademicChatter #GrowthMindset @shoshanahjacobs @EdScientists @joshua_r_eyler Thread 1/
A: Active Learning

It doesn’t mean moving while learning. It means being actively engaged in deep learning: thinking, questioning, answering vs passive learning. Active learning could be discussions, think-pair-share, worksheets, case studies & more. 2/

pnas.org/content/111/23…
B: Blended Learning

Combines in-class & out-of-class learning through tech. One value of this could be increased collaborative learning online and student engagement. 3/

eric.ed.gov/?id=EJ1218398
Read 25 tweets

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