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#acehp12 preconference - Emerging Technology and Medical Education


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These are the slides with which I opened the 2012 Alliance meeting Emerging Technologies Pre-Conference

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#acehp12 preconference - Emerging Technology and Medical Education

  1. 1. Technology and Medical Education Brian S. McGowan, Ph.D. Education and Technology Consultant Consult Columnist, Social Media Connections Medical Meetings, A MeetingsNet Magazine
  2. 2. Technology and Medical Education <ul><li>Blog: </li></ul><ul><li>Twitter: @BrianSMcGowan </li></ul><ul><ul><li>Curator : #SoMeCME & #socialQI </li></ul></ul><ul><ul><li>Founder: #CMEchat (W’s 11amET) </li></ul></ul><ul><ul><li>Contributor: #Meded chat (Th4PM and 9PMET) </li></ul></ul><ul><li>YouTube: </li></ul><ul><li>Slideshare: </li></ul><ul><li>LinkedIn: </li></ul><ul><ul><li>Member : Alliance for CME Group; CME Group… </li></ul></ul><ul><ul><li>Manager : MAACME </li></ul></ul><ul><li>MededMOOC: Founding member </li></ul><ul><li>Quora: </li></ul><ul><li>G+: </li></ul>
  3. 3. A Story with Four Acts <ul><li>Act 1: Why are we talking about technology? </li></ul><ul><li>Act 2: What technology are we talking about? </li></ul><ul><li>Act 3: What do we mean by ‘use’? (learners) </li></ul><ul><li>Act 4: What do we mean by ‘use’? (CME pros) </li></ul>
  4. 4. Act 1: Why are we talking about technology?
  5. 5. Where Does the US Rank in Quality?
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  11. 12. <ul><li>The [education] system as it is structured today is so deeply flawed that it cannot properly support the development of health professionals…this has left health professionals unprepared to perform at the highest levels… </li></ul>
  12. 13. Act 1: Driving Hypothesis <ul><li>Without new strategies for medical education the bottleneck in information flow will grow and the healthcare system will fail… embracing technology is a necessary solution . </li></ul>
  13. 14. Act 2: What technology are we talking about?
  14. 15. Roadmap From Technology to Improvement Digital Networked Open Fast Cheap Out of Control Crowd Light Desire networked weather
  15. 16. Digital, Networked, Open
  16. 17. Evolution of Traditional Media Broadcasting Archiving Teaching 2000 1900 1800 1700 1600 1500 1400
  17. 18. Revolution of Social Media - 2000  Networking, Sharing, and Learning
  18. 19. What does this look like? Jonathan Chu, LXD
  19. 20. Act 2: What technology are we talking about? <ul><li>Digital, networked, and open solutions </li></ul><ul><li>Keep an open mind: </li></ul><ul><ul><li>Does it solve a problem? </li></ul></ul><ul><ul><li>Does it prevent a problem from occurring? </li></ul></ul><ul><ul><li>Does it motivate, facilitate, or trigger new behaviors? </li></ul></ul><ul><ul><li>Does it leverage the power of the community? </li></ul></ul>
  20. 21. Act 3: What do we mean by ‘use’? (learners)
  21. 22. Inconsistent Data of Docs Using SoMe 2% Twitter 4% Facebook Sermo 2010 PeerView 2010 MCM 2010; unpublished Do you use ____ professionally?
  22. 23. Inconsistent Data of Docs Using SoMe
  23. 24. Inconsistent Data of Docs Using SoMe
  24. 25. Defining ‘Social Media’ <ul><li>Social media is defined as internet-based applications which allow for the creation and exchange of user-generated content and includes services such as social networking, professional online communities, wikis, blogs, and microblogging. </li></ul>
  25. 26. Defining ‘Use’ in Medicine <ul><li>Hypothesis: </li></ul><ul><li>There are 3 ways that HCPs ‘use’ social media: </li></ul><ul><ul><li>To treat – engaging directly w/ patients about care </li></ul></ul><ul><ul><li>To teach – providing timely & credible education </li></ul></ul><ul><ul><li>To learn – sharing of medical information/knowledge </li></ul></ul>TO TREAT TO TEACH TO LEARN Bucket 1 Bucket 2 Bucket 3
  26. 27. Defining ‘Meaningful Use’ TO TREAT TO TEACH TO LEARN Bucket 1 Bucket 2 Bucket 3 Care Info Info
  27. 28. Act 3. Part B: What have we really learned about learning?
  28. 29. Measuring Bucket Three - ‘Meaningful Use’ <ul><li>Sharing medical knowledge is defined as the exchange of information, advice, ideas, reports and scientific discoveries with other physicians in the medical community. </li></ul>To Learn Bucket 3
  29. 30. Collaborators Robert S. Miller, MD, FACP Clinical Associate Sidney Kimmel Comprehensive Cancer Center at Johns Hopkins Oncology Medical Information Officer Johns Hopkins University School of Medicine Bryan Vartabedian, MD, FAAP Assistant Professor of Pediatrics Baylor College of Medicine Molly Wasko, PhD Associate Professor and Chair University of Alabama at Birmingham School of Business Mazi Abdolrasulnia, PhD Debi Susalka Desirae Freiherr Kevin Pho, MD Lawrence Sherman, FACME Joseph Kim, MD This research was funded by Pfizer, Inc.
  30. 31. Methods/Framework <ul><li>Planning: </li></ul><ul><li>Conducted a review of previously published literature </li></ul><ul><li>Received input from advisory board of physicians with social media expertise </li></ul><ul><li>Received approval from the Western Institutional Review Board [1] </li></ul><ul><li>Utilized the Technology Acceptance Model [2] (TAM) theoretical framework as a model </li></ul><ul><li>Survey distribution </li></ul><ul><li>Survey distributed via email to a random sample of practicing oncologists and primary care physicians in the United States. </li></ul><ul><li>Survey data was collected during March of 2011 from a total of 186 U.S. oncologists and 299 U.S. primary care physicians (response rate ~ 30%) </li></ul>[1] Administrative Letter-Waiver of Documentation of Consent: Physician Survey #8702685.0 Protocol(-2-04-2011) [2] Davis, F.D. (1989), “Perceived usefulness, perceived ease of use, and user acceptance of information technology”, MIS Quarterly 13(3): 319-340. Study conducted between November 2010 and March 2011
  31. 32. Technology Acceptance Model (TAM) Davis, F. D. (1989), &quot;Perceived usefulness, perceived ease of use, and user acceptance of information technology&quot;, MIS Quarterly 13(3): 319–340 External factors Perceived Usefulness Perceived Ease of Use Attitude Behavioral Intention to use Technology Use
  32. 33. Meaningful Use of SoMe for Learning <ul><li>Medicine 2.0 </li></ul>
  33. 34. Survey Sample Demographics Demographic Characteristics Oncology n = 186 Primary Care n = 299 Degree MD/DO 100% 100% Years since graduation from medical school Mean/St. dev. 24 years/10 24 years/9 Percent Male 75% 72% Patients seen per week Mean/ 100 patients/56 124 patients/73 Practice Location Urban Suburban Rural 47% 44% 9% 23% 60% 17% Practice Setting Solo Practice Group Practice Medical School Non-Government Hospital 12% 68% 9% 5% 34% 60% 1% 3% Major professional activity Direct patient care 97% 98%
  34. 35. Physician Adoption and Use of Social Media to Share Medical Knowledge with Other Physicians
  35. 36. Physician Adoption and Use of Social Media to Share Medical Knowledge with Other Physicians All Docs = 491
  36. 37. Primary Care Physicians Oncologists Many x’s a week 41% 28% 35% 31%
  38. 39. Perceived Benefits of Using Social Media
  39. 40. Perceived Barriers to Using Social Media
  40. 41. Act 3: Data on Meaningful Use <ul><li>Physicians are increasingly turning to social media to support their learning. </li></ul><ul><li>Fewer than 1 in 5 physicians have negative attitudes toward these new channels. </li></ul><ul><li>More than half of physicians feel these new channels improve their performance. </li></ul>
  41. 42. Act 4: What do we mean by ‘use’? (CME professionals)
  42. 43. Defining ‘Use’ in CME Profession <ul><li>Hypothesis: </li></ul><ul><li>There are 3 ways that HCPs ‘use’ social media: </li></ul><ul><ul><li>To teach – supporting our CME programs </li></ul></ul><ul><ul><li>To learn– supporting our professional development </li></ul></ul><ul><ul><li>To advocate – amplifying the voice of CME advocacy </li></ul></ul>To Teach To Learn To Advocate Bucket 1 Bucket 2 Bucket 3
  43. 44. Bucket 1: To Teach <ul><li>50% of healthcare providers have used Wikipedia in practice 1 </li></ul><ul><li>51% of Docs are using online professional communities </li></ul><ul><li>66% of Docs expect their professional online activity to increase over the next 12-18 months 2 </li></ul>1 2 By not adopting social media, we are failing to stop information-seeking HCPs from relying on less credible and less regulated sources of medical information.
  44. 45. Bucket 2: To Learn <ul><li>The learning and quality-improvement communities outside of CME are actively engaging in social media. </li></ul><ul><li>By delaying adoption of social media, we are ignoring readily available best practices used by other forms of adult education. </li></ul><ul><li>Blogs enable community leaders to communicate ideas and best practices. </li></ul><ul><li>Staff can use google alerts to learn about the latest trends in their profession. </li></ul><ul><li>Staff can share using micro-blogging. </li></ul><ul><li>Staff can social bookmarking to archive important information. </li></ul><ul><li>Collaborative workspaces enable teams to share documents, screens, photos, files, and presentations. </li></ul><ul><li>Sharing is simplified (virtual teams). </li></ul><ul><li>Staff can search for experts who have the skills necessary to address needs. </li></ul> American Society of Training and Development
  45. 46. Bucket 3: To Advocate <ul><li>SoMe = the quickest, simplest, and most cost-effective channel for sharing these successes. </li></ul><ul><li>By ignoring social media, we’re missing the opportunity to share all of our success stories in an easily accessible channel that keeps up with the fast-pace of modern news cycles and new media. </li></ul>
  46. 47. CME Pros are unsure about social media “ Describe your use of these technologies to support learning…”
  47. 48. Leaving Us Two Groups of People… … the impact of “networked weather”
  48. 49. Impact On Our Educational Meetings: <ul><li>Remote participation </li></ul><ul><li>Backchannel convo </li></ul><ul><li>Amplification </li></ul><ul><li>Socialization </li></ul><ul><li>New Formats </li></ul>
  49. 50. Impact On Our CPD #CMEchat #MededMOOC
  50. 51. CME Pros are using other technologies “ What other types of CE online learning does your organization provide”
  51. 52. What areas of technology in CME most interests you?
  52. 53. Please select the device(s) you intend to have on-hand to the Pre-Conf
  53. 54. CME Pros Perceived Barriers to Adopting New Technology
  54. 55. “ What do you want to learn in this session?” - 4 themes emerged - <ul><li>What is new and how to use each type of technology. </li></ul><ul><li>What are the latest trends in technology for CME/CE events? </li></ul><ul><li>How to augment my CME program with new modalities </li></ul><ul><li>Cost effective ways to integrate technology to learning. </li></ul>
  55. 56. Act 4: The CME Community <ul><li>Can use new channels for teaching, learning, or advocacy </li></ul><ul><ul><li>We have no data on learning and advocacy… </li></ul></ul><ul><li>Fewer than 1 in 5 CME professional have integrated social media into their programs </li></ul><ul><li>More than 1 in 3 CME professional are unlikely to integrate social media into their programs in the near future </li></ul>