User Profile: Charalampos Bratsas

Charalampos Bratsas (mpampis)
Lab of Medical Informatics, Medical Faculty, Aristotle University, Thessaloniki, Greece
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Accepted Abstracts

Medicine 2.0'08 (Toronto, Canada)

Usage of Semantic Web Technologies (Web-3.0) Aiming to Facilitate the Utilisation of Computerized Algorithmic Medicine in Clinical Practice
Charalampos Bratsas, Panagiotis D Bamidis*, Evagelos Kaimakamis, Nicos Maglaveras

Introduction: Despite the proven benefits of algorithmic medicine in healthcare and the plethora of implemented medical algorithms solving Medical Computational Problems (MCPs) which are available on the web [1], their usage is limited in everyday clinical practice. This is mainly due to poor organisation of MCP information, difficulties in MCP search and the missing parameters in the description of medical cases, making their management by a single algorithm rather impossible. In this paper ...

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Medicine 2.0'09 (Toronto, Canada)

Research Issues of User-generated Medical Education Content
Panagiotis D Bamidis, Stathis Konstantinidis*, Charalambos Bratsas, Eleni Kaldoudi

Introduction Advances in Information Technology have enabled the development of virtual distributed pools of autonomous, self-described specialized educational modules, and the provision of mechanisms for searching, retrieving, evaluating and rating, adapting and revising educational content in medicine and life sciences. To this end, “mashup” and “Web 2.0” technologies have recently been used to implement efficient brokerage mechanisms for educational content sharing, thereby offeri...

Medicine 2.0'11 (Stanford University, USA)

To 2.0 or to 3.0 ? Contemporary Challenges for Medical Education from the MEducator Project
Panagiotis D Bamidis*, Stathis Konstantinidis, Charalambos Bratsas, Alvaro Salva Lezaun, Francisco Grau Castilla, Stefan Dietze, Daniela Giordano, Chara Balasubramaniam, Eleni Kaldoudi, Maria Nikolaidou, Costas Pattichis

Background Over the past few years, Medical Education has been experiencing an evolving shift from ‘teaching’ to ‘learning’, and from classic (passive) lectures to active learning and participation, which is in parallel strongly related to an increasing involvement of information and communication technologies and the Web. Inherent to these developments is also the abundance of medical educational content and resources available in various open educational resources as well as learni...

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