I am thrilled to share the new redesign. I will be making a few more changes to accommodate a range of other planned formats. You will notice a redesigned subscription button (to get the blog updates via email) and of course, the RSS feeds at the bottom. I will follow this up with a detailed … Continue reading Blog Redesign
Getting the new plugins in place. I am also going to make thematic changes; the blog site hopefully should load faster via the new AMP from WordPress. All links will shift to wp.me by default (since I don't track users, this should become easier to control than a third party website).
Can we have predictors of radiation response?
Ever since I started my career as a rad-onc trainee, I have always been tantalised by the idea of personalised radiation therapy (and cancer therapeutics). I could write tomes of material on how to achieve it. I think it actually represents the holy grail of radiation therapy. However, there is no marketing hype behind the … Continue reading Can we have predictors of radiation response?
Choosing the right academic software (Mac/iPadOS/iOS)
I am not doing a full-fledged review here, but there are some learnings I'd like to share here from my experience. iPadOS/iOS is not a writing medium. I am still wrapping my head around it. Developers are expending insane energies in propping up a medium that doesn't work. Devices with keyboards work. Effectively and efficiently. … Continue reading Choosing the right academic software (Mac/iPadOS/iOS)
#Study: How smooth-talking professors can lull students into thinking they’ve learned more than they have
I am focused on learning, I am not entirely convinced what constitutes the "right way" to assess learning. I think it could related to a recall of key concepts. Keeping the class interactively engaged is another idea. The study, involving Harvard University undergraduates in large, introductory physics classes, compared students' self reports about what they'd … Continue reading #Study: How smooth-talking professors can lull students into thinking they’ve learned more than they have