Doing Good: How SoMe can enhance medical education. GR Nov. 28, 2014
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Grand Rounds presentation Nov. 28, 2014 for the University Health Network Department of Psychiatry. Presents the opportunities and challenges of using social media for medical education, including personal examples.
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Doing Good: How SoMe can enhance medical education. GR Nov. 28, 2014
- 2. Disclosures I have no conflicts of interest to declare.
- 3. Oh Yeah!
- 4. Learning Objectives By the end of this presentation, participants will be able to: • Describe opportunities for the use of SoMe in medical education • Identify barriers to using SoMe in medical education • Awareness of how to start using social media to enhance learning or address an educational need
- 5. Outline 1. Definition of SoMe 2. The evolution of SoMe 3. Educational opportunities for SoMe 4. Challenges to use of SoMe for education 5. How to get started with SoMe 6. Future directions
- 6. Outline 1. Definition of SoMe 2. The evolution of SoMe 3. Educational opportunities for SoMe 4. Challenges to use of SoMe for education 5. How to get started with SoMe 6. Future directions
- 7. Social Media Defined Internet-based media and interfaces designed to connect people to each other and facilitate interaction with user-generated content. Chretian KC, Greysen SR, Chretian J-P, Kind T. 2009. Online Posting of Unprofessional Content by Medical Students. JAMA. 302: 1309-15
- 8. E-Learning vs. SoMe Bahner, D., Adkins, E., Patel, N., Donley, C., Nagel, R. & Kman, N. 2012. How we use social media to supplement a novel curriculum in medical education. Medical Teacher. 34:439-444
- 9. Forms of Digital Communication Email Facebook & LinkedIn Twitter, YouTube, Blogs, Podcasts
- 12. Outline 1. Definition of SoMe 2. The evolution of SoMe 3. Educational opportunities for SoMe 4. Challenges to use of SoMe for education 5. How to get started with SoMe 6. Future directions
- 13. #hcsm First Do No Harm: Maintaining Professionalism on Social Media @jllaidlaw JENNIFER LAIDLAW, PGY-4 Supervised by Dr. Adrienne Tan
- 14. Social Media Guidelines • Canadian Medical Association (CMA) • Canadian Medical Protective Association (CMPA) • Canadian Federation of Medical Students (CFMS) • College of Physicians and Surgeons of Ontario (CPSO) • University of Toronto Faculty of Medicine • University Health Network (UHN)
- 15. “When managed effectively, social media can contribute to beneficial exchanges of information. Its full potential has yet to be realized and despite its well-recognized pitfalls, the value of SoMe remains.” Social media: The opportunities, the realities. 2014. Canadian Medical Protective Agency Perspective, 6(4):7. http://viewer.zmags.com/publication/e061d6af#/e061d6af/1 Accessed October 27, 2014.
- 16. Hierarchy of needs for SoMe Chretian KC, Kind T. 2014.Climbing Social Media in Medicine’s Hierarchy of Needs. Academic Medicine. 89(10): 1318-20.
- 17. Outline 1. Definition of SoMe 2. The evolution of SoMe 3. Educational opportunities for SoMe 4. Challenges to use of SoMe for education 5. How to get started with SoMe 6. Future directions
- 20. #UHNPsychGR
- 23. Psychiatry Twitter Journal Club
- 25. The Numbers
- 27. A Wise Man Once Said: “If you want to know how we practiced medicine 5 years ago, read a textbook. If you want to know how we practiced medicine 2 years ago, read a journal. If you want to know how we practice medicine now, go to a conference. If you want to know how we will practice medicine in the future, listen in the hallways and use FOAM.” – Prof. Joe Lex
- 28. FOAM “FOAM is a dynamic collection of resources and tools for lifelong learning in medicine, as well as a community and an ethos.” FOAM ≠ SoME Nickson CP, Cadogan MD. Free open access medical education (FOAM) for the emergency physician. Emerg Med Australasia. 2014;26:76-83
- 31. Mental Elf
- 35. Access to community of practice
- 36. Access to community of practice
- 42. Outline 1. Definition of SoMe 2. The evolution of SoMe 3. Educational opportunities for SoMe 4. Challenges to use of SoMe for education 5. How to get started with SoMe 6. Future directions
- 43. SoMe Challenges • Unfamiliarity with SoMe technology “You can’t argue with experience” – Dr. Adrienne Tan Scott, K., Hsu, C., Johnson, J., Mamtani, M., Conlon, L & DeRoos, F. 2014. Integration of social media in emergency medicine curriculum. Annals of Emergency Medicine. 64(4): 396-404.
- 45. SoMe Challenges • How do learners know what sources are credible? Peer review happens POST-publication Content curation: by you or others you trust Scott, K., Hsu, C., Johnson, J., Mamtani, M., Conlon, L & DeRoos, F. 2014. Integration of social media in emergency medicine curriculum. Annals of Emergency Medicine. 64(4): 396-404.
- 46. SoMe Challenges – Evidence? • Meta-analysis with 14 studies • Heterogeneous study designs, overall poor quality (only 1 RCT) • Outcomes heterogeneous ➤ Positive learner satisfaction ➤ Students more active on blog-based discussion forums = higher grades ➤ Preservation of empathy in CC3’s Cheston, C., Flickinger, T. and Chisolm, M. 2013. Social Media Use in Medical Education: A Systematic Review. Academic Medicine. 88(6):893-901.
- 47. SoMe Challenges • Value as scholarship
- 48. Outline 1. Definition of SoMe 2. The evolution of SoMe 3. Educational opportunities for SoMe 4. Challenges to use of SoMe for education 5. How to get started with SoMe 6. Future directions
- 49. Assessing your digital identity
- 51. Getting started with Twitter • Register at Twitter.com • Download the Twitter app for your smartphone • Choose a timeless professional identity and photo • Start by lurking Getting started with Twitter https://support.twitter.com/articles/215585-getting-started-with-twitter Accessed November 7, 2014
- 52. Retweeting
- 53. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD % Change in Retweets What fuels a Tweet’s engagement? https://blog.twitter.com/2014/what-fuels-a-tweets-engagement Accessed November 19, 2014. Slide courtesy of Michelle Lin (used with permission)
- 54. Outline 1. Definition of SoMe 2. The evolution of SoMe 3. Educational opportunities for SoMe 4. Challenges to use of SoMe for education 5. How to get started with SoMe 6. Future directions
- 55. SoMe – Future Directions • E-professionalism will encompass responsibility for having online presence • Quality indicators and content curation • Methods for evaluating SoMe impact • Research to evaluate outcomes of SoMe use in education • Further efforts to address unfamiliarity with SoMe technologies
- 56. Reflection • Do you have an educational need that would be served by the use of social media? • What will you do differently going forward?
- 57. Take home points • SoMe allows you to contribute, engage, learn, teach and role model online professional behaviors • SoMe challenges include unfamiliarity with technology, risks to professionalism, and the need for further evidence • Consider getting started with Twitter!
- 58. “We want to make a difference where the learners are as part of a global community” -Michelle Lin, MD ICRE 2014
- 59. THANK YOU TO • Dr. Adrienne Tan • Dr. Andrea Waddell • Josh Laidlaw
- 60. References • Social media: The opportunities, the realities. 2014. Canadian Medical Protective Agency Perspective, 6(4):7. http://viewer.zmags.com/publication/e061d6af#/e061d6af/1 Accessed October 27, 2014 • Chretian KC, Kind T. 2014.Climbing Social Media in Medicine’s Hierarchy of Needs. Academic Medicine. 89(10): 1318-20. • Nickson CP, Cadogan MD. Free open access medical education (FOAM) for the emergency physician. Emerg Med Australasia. 2014;26:76-83 • Cheston, C., Flickinger, T. and Chisolm, M. 2013. Social Media Use in Medical Education: A Systematic Review. Academic Medicine. 88(6):893-901. • Bahner, D., Adkins, E., Patel, N., Donley, C., Nagel, R. & Kman, N. 2012. How we use social media to supplement a novel curriculum in medical education. Medical Teacher. 34:439-444
- 61. References • Maloney, S., Moss, A. & Ilic, D. 2014. Social media in health professional education: a student perspective on user levels and prospective applications. Adv in Health Sci Educ. 19(5):687-97. • Scott, K., Hsu, C., Johnson, J., Mamtani, M., Conlon, L & DeRoos, F. 2014. Integration of social media in emergency medicine curriculum. Annals of Emergency Medicine. 64(4): 396-404. • Ramachandran, D. 2014. How social media facilitates peer review. KevinMDhttp://www.kevinmd.com/blog/2014/03/social-media- facilitates-peer-review.html Accessed March 12, 2014. • Chretien K, Goldman E, Beckman L, Kind T. 2010. It’s Your Own Risk: Medical Students’ Perspectives on Online Professionalism. Academic Medicine. 85(10)S68-71. • DeJong. S. et al. 2011. Curriculum on professionalism and the Internet in psychiatryhttp://www.apaeducation.org/ihtml/application/stude nt/interface.apa/index.htm Accessed September 7, 2013.
- 62. References • Chretian KC, Greysen SR, Chretian J-P, Kind T. 2009. Online Posting of Unprofessional Content by Medical Students. JAMA. 302: 1309-15 • DeJong S. 2014. Blogs and Tweets, Texting and Friending: Social Media and Online Professionalism in Health Care. San Diego: Elsevier. • Pho, K and Gay S. 2013. Establishing, Managing and Protecting Your Online Reputation: A Social Media Guide for Physicians and Medical Practices. Phoenix: Greenbranch. • UHN Psychiatry – Use of Social Media. Survey Monkey: https://www.surveymonkey.com/analyze/XtAx1NwdppQvStBFgGqY72iGfgao yU5gYkoAB8QQEVY_3D Accessed March 14, 2014. • Maunder and Hunter: Introduction to Adult Attachment. https://www.youtube.com/watch?v=GHHCy1IHTUc Accessed November 8, 2014 • Prensky, M. “Digital Natives, Digital Immigrants.” 2001. http://www.marcprensky.com/writing/Prensky%20- %20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf. Accessed November 16, 2014. • Getting started with Twitter https://support.twitter.com/articles/215585- getting-started-with-twitter Accessed November 7, 2014
Editor's Notes
- Thank you for coming to my rounds today! The title of my talk is: #meded (the twitter hashtag for medical education) Doing Good: How social media can enhance medical education -SoMe has become my pet interest over the past year. My interest first started as a focus on risks to professionalism with the use of SoMe -However, with time I’ve shifted to thinking about a more positive construct of professionalism including how to use SoMe for learning and connection with other HCP’s -last month I attended the first ever Royal College ICRE Social Media Summit -the summit was devoted to examining how technology and SoMe is changing the delivery of health professional education, and how to integrate SoMe to create innovative solutions to address educational needs -for me, this illustrated that SoMe for educational purposes is the way of the future – it’s gaining recognition by our educational leaders -you can follow me on Twitter @jllaidlaw. I will be tweeting key points and links to relevant resources
- -I have no disclosure relevant to this presentation (or at all!)…
- … except to say that I think I’ve “drank the koolaid” when it comes to the utility of SoMe for learning.
- -while there are lots of other opportunities for SoMe such as patient education and advocacy, I will be focusing exclusively on use of SoMe for medical education (ie. Learning amongst HCP’s)
- -this is an outline for my talk:
- I’ll start by defining what SoMe is, so that we’re on the same page
- At it’s heart, SoMe is about sharing. A commonly cited defn of SoMe is: Internet-based media and interfaces designed to connect people to each other and facilitate interaction with user- generated content.
- -e-learning is unidirectional and static eg. online learning modules where there is delivery of content to the learner, but no opportunity for the learner to provide feedback (eg. PGCoreEd modules, even reviewing slides posted after a conference would be considered e-learning). -social media is bidirectional and dynamic, or a “two-way conversation” meaning that the learner/user can both consume and create content in an interactive manner. (eg. a blog that allows comments would have a bidirectional exchange of content, and therefore fall under the umbrella term of SoMe -I will focus on SoMe for the remainder of my presentation
- -This is a brief overview of some of the differences between the most commonly used means of SoMe and online communication. -Email: generally communication between one person to another, or a group of people. In the absence of forwarding to others, it is a relatively closed loop of communication. -Facebook or LinkedIn, otherwise known as “social networks”: a communication between a person and a group of online friends that are selected by the person. -Twitter, YouTube, Blogger: the idea behind these more public SoMe channels is that user-generated content is publically available, and readily searchable by google. Unlike Facebook or LInkedIn, Twitter and these other platforms allow you to follow most people online without requiring an invitiation or acceptance from fellow users.
- -by a show of hands – how many people use Twitter? -I want to give you a brief introduction to Twitter, because a lot of the examples and stories that I will tell about the opportunities for using SoMe for education revolve around Twitter, so a basic understanding of how it works will be helpful -this is my Twitter homepage – you can post a photo and a brief description of your interests so that people will know what you might tweet about -Twitter is a microblog – you can broadcast “tweets” consisting of up to 140 characters that will go out to your “followers”, although the default setting is for all your twitter profile and tweets to be publically available and searchable by google -you can also choose who you follow, which will populate your newsfeed, which I’ll show you next
- -this is an example of a Twitter newsfeed -you’ll notice that all tweets are short – need to be 140 characters or under -tweets commonly contain: -links to other resources (bit…) -pictures attached, like the one in this graph -hashtags (the old number sign) to tag the post as relating to a particular topic. This allows you to search twitter for specific content
- -this is an outline for my talk:
- -last year I gave my grand rounds on avoiding the risks to professionalism on SoMe, including reflection on how SoMe can blur boundaries online. -Katie, Dr. Tan and I have presented on this topic at the APA, CPA and AAP -I won’t repeat this content here, but simply mention that the literature to date on SoMe in the context of medical education has largely focused on the risks to professionalism, rather than the opportunities afforded
- -a landmark study was published in 2009 by Chretian et al. that outlined 60% of US medical deans had dealt with unprofessional online content by medical students resulting in a range of disciplinary actions including dismissal. -in response to the online lapses of professionalism, numerous guidelines have been developed to prevent online professionalism breaches -this is a list of various SoMe guidelines that are available here in Canada -most HCP’s have an obligation to satisfy simultaneous SoMe guidelines
- These are the most important guiding principles for online professionalism: -it might be tempting to post about a difficult patient interaction online, but remember that you have an obligation to keep all patient information private. Remember that HIPPA defines patient-identifying information as anything that the patient alone could use to identify themselves. You can still breach confidentiality by not posting a name. -ask yourself if you would be okay with what you’re posting ending up on the front page of the newspaper or whether you would say it in a crowded elevator. This will ensure you keep it respectful (ie. No derogatory or judgmental remarks about patients, colleagues or institutions) -always assume everything online is public and permanent, regardless of privacy settings -familiarize yourself with the guidelines, especially of your local institution
- -you may have come across last month’s issue of the CMPA Perspective magazine, which focused on the impact of SoMe -this issue reflected the change that I’ve started to see from a focus on the risks to the opportunities afforded by SoMe -I liked the following quote:
- -Chretian and Kind (2014) propose that physician’s use of SoMe can be modeled after Maslow’s hierarchy of needs -Maslow’s hierarchy states that people cannot meet the highest pinnacle of self-actualization until their more basic needs are met first -this applies to the use of SoMe in the following ways: Security: -physicians need to use SoMe in a way that doesn’t jeopardize patient privacy or harm their career. -this tends to be issues that have a clear “right or wrong” and are well addressed in SoMe guidelines Reflection: -reflections about your own guiding principles for using SoMe such as how you wish to represent yourself and how you will (or will not) choose to interact with colleagues, students or even patients online -for example – what will you do if your patient learns information about you online and brings this into a psychotherapy session? Discovery: -how can we use SoMe in innovative ways to create a healthier society, to advance our learning, career and relationships with other professionals? -I want to use the remainder of this talk devoted primarily to the “discovery” portion of the hierarchy pyramid, specifically as it relates to medical education.
- -this is an outline for my talk:
- -I’m going to review what I think are some of the selling points for the use of SoMe in medical education. -allows greater reach for educational content, including those that are at a geographical or professional distance
- For example: the use of conference hashtags means that you can see key points tweeted by participants even if you’re not present at the conference -depending on the technological sophistication of the conference, they may post links to slides or even podcasts of the presentations on twitter – this was the case at ICRE -at the ICRE SoMe summit, the 2nd most active twitter user at SoMe conference was in Chapel Hill – learning without geographical constraints
- -symplur is a website where you can register hashtags for health-care related topics -I registered the hashtag #UHNPsychGR to allow anyone who is interested to tweet key points or resources from our Grand Rounds -this allows you to create or consume key points or resources even if you can’t attend + to engage in further discussion even after GR is finished
- -the global reach of SoMe potentiates feedback from many as opposed to few with more traditional means of disseminating knowledge (eg. peer-reviewed journals) -Skeptical Scalpel is a blog written by a surgeon -in this blog post, Skeptical Scalpel addresses a complaint from an orthopaedic surgery colleague that he did not receive any feedback from 2 journal articles published in a journal with an average impact factor of 1 -that means that the average number of citations for any paper published in that journal was about 1 -Skeptical Scalpel contrasts his 20,000 page views and >100 comments from a recent blog post with the comparatively sparse feedback he received from all of his published research papers combined -he suggests that the viewership of blogs might greatly surpass those of medical journals, and that journals may have to adapt to become more like blogs
- -as a PGY-5 trying to meet with a study group of 7 people, I’ve realized that getting physicians in one place at one time is like herding cats. -as our schedules fill up, it is increasingly important that we can learn at a time that works best for us
- -I think a great example of asynchronous learning at its best is Twitter Journal Club -no longer do you need to be in a certain place at a certain time to benefit from a group discussion about an article of interest -I was fortunate that Dr. Waddell and Dr. Sockalingam asked me to be involved in the creation of the first ever Psychiatry Twitter Journal Club -our first Twitter JC was Oct. 15-17 when we discussed a JAMA article on collaborative care for depression in adolescents -the article was selected 2 weeks before hand, and participants can log onto Twitter and participate any time during the 48hrs
- - if you don’t want to participate via Twitter, you can review transcripts of the Twitter JC by going to the CPPD website. -Transcripts of Twitter JC are posted by using Storify
- During our first Twitter JC: -we had 155 tweets and 21 participants! -great discussion – first day more about critical appraisal of the study including methodology -second day was more about applicability to general practice – ie. Knowledge translation (how is this information going to change our clinical practice?) -we currently have over 90 followers, which suggests that we have many more people viewing the content than contributing to it
- -What is FOAM? FOAM = free, open-access medical education -built on the philosophy that high-quality medical education resources should be available to all who care for patients, without cost, but with attribution and recognition of the authors -resources and tools are ultimately independent of platform or media, and include: blogs, podcasts, tweets, Google hangouts, web-based applications, online videos, text documents, photo -SoMe does not equal FOAM, as FOAM does not necessarily need to be interactive in nature (eg. could be just a video or a text document), however SoMe has been a potent catalyst for developing and disseminating FOAM resources -because FOAM can be published with the click of a button, content can be posted instantaneously and be much more up to date than peer-reviewed sources or textbooks -while FOAM is nothing wihout the research it is based on, research is useless if it is not put into practice (ie. Knowledge translation)
- When it comes to FOAM, emergency medicine appears to be a leader: -there are over 220 emergency medicine blogs and podcasts posting FOAM – Free Open-Access Medical Education -this blog – Academic Life in Emergency Medicine – is an example of FOAM at is best: cutting edge knowledge co-created by many, with several opportunities for interactivity
- -the blog was started by Michelle Lin, emergency physician at UCSF, and now includes 15 other REGULAR contributors to produce content and manage the interactive portions -Note: they are always looking for others to submit a blog post for open peer review -the time from idea to publication is as long as it takes to type the blog post and submit/upload it!
- -An example for mental health… -Dr. Waddell told me about Mental Elf a few years ago. She recommended it because it’s a site that summarizes and critically reviews emerging primary literature related to mental health -The site was started in the Spring of 2011 by Andre Tomlin, who has worked as an information scientist since the late 1990’s, initially at Oxford’s Centre for Evidence-Based Mental Health -has: -200,000 unique website visitors in 2014 – there is also an app! -22,000 Twitter followers ->3,000 FB likes -85 contributors to the website -just reached 1,000 blog posts this month
- -SoMe allows a “flattening of the academic hierarchy” where even trainees can have access to and communicate with leading medical educators from around the world!
- -Upon reviewing the literature regarding evidence for the use of SoMe for medical education, I couldn’t find much, particularly as it relates to psychiatry -I decided to turn to experts on Twitter…. -I follow a psychiatrist from an Ivy League school who is also interested in SoMe for medical education -I sent the psychaitrist a private message tweet on Sunday afternoon: read content -she replied by saying that she has an article currently in revision for the journal, Academic Psychiatry -she said that overall the evidence is limited -because this psychiatrist follows me, she learned of our Psychiatry Twitter JC, and participated in our first JC -the psychiatrist is mentioning our Twitter JC in the systematic review as a future direction and model SoMe gives you access to the experts BEFORE their work can be published!
- “A group of people who share a craft and/or profession” Definition of community of practice: “a group of people who share a craft and/or profession” “it is through the process of sharing information and experiences with the group that the members learn from each other, and have opportunity to develop themselves personally and professionally”
- As an example of having access to a community of practice: -Dr. Brian Hodges, the Vice President of Education at UHN, was tasked with finding the 5 most important papers in medical education to give to our new incoming dean of medicine, Dr. Trevor Young (succeeding Dean Whiteside) -Dr. Hodges put out a call on Twitter on Sept. 20, and received a flood of responses -he ran a competition, analyzed the results into themes and posted the top choices -these 5 papers were widely taken up by other medical schools in the world -Dr. Young thanked Dr. Hodges on Twitter for the “thought provoking papers”
- -similar to the question that I posed earlier, Dr. Michelle Lin, author of the ALiEM blog I showed you, asked the following question: -I liked this answer because I think it sums up the power of the crowd
- -opportunities for collaboration with other learners and educators to co-create knowledge
- -I don’t have a personal example of the co-creation of knowledge, but Michelle Lin shared a very powerful example during her talk at the ICRE SoMe Summit last month -she gave permission for me to share this video -Michelle Lin is an emergency physician at UCSF -she shares an example of how Twitter can be used for co-creation of knowledge by describing an innovation for something called a “bougie” -just some context about what a bougie is, so that you can better understand this example: -the clinical challenge is the placement of a chest tube (to relieve, say, a hemopneumothorax) in an obese patient -obese patients have extra redundant tissue to tunnel through before reaching the intrathoracic cavity (ie. a thick chest wall), which is challenging to do with a chest tube alone -this example talks about the use of a long semi-rigid bougie to insert first, then gliding the chest tube over top of the longer bougie -definition of bougie: care of my friend, Kaif Pardhan, in EM “slightly flexible plastic or rubber rod, used as an assist device for airway management” -this illustrates co-creation of knowledge and rapid dissemination to a global audience
- 1st Twitter JC – announced our article 2 weeks in advance Mental Elf – posted an invitation for a Twitter JC participant to write the blog post for the same article I accepted the invitation – writing the article wasn’t too much extra effort given that I had already read the article and participated in the Twitter JC (accomplished in 2x research half days)
- -First blog post was published October 30 and it was tweeted to the 22,000 Mental Elf followers -I received 76 responses to my article, and I answered some questions via Twitter -David Gratzer circulated my post as his “reading of the week” which reached a large audience from within the department -This has led to opportunities to contribute further blogs to Mental Elf = collaboration Because of the opportunities for collaboration on SoMe, I was able to write something that reached a large audience quickly (<1 week)
- -I believe that there are some challenges affecting uptake of SoMe for educational purposes -I’ll highlight what I think are the most important challenges, and strategies that could help address them
- -Millennial learners have grown up with technology, and therefore adoption is often skewed towards younger generations. -I can speak all I want about the power of SoMe for education, but you need to use it experience the benefits for yourself to be truly convinced -Adrienne’s quote: -therefore, lack of familiarity will prevent individuals from recognizing the power and potential for SoMe as an educational tool. -I welcome any ideas about how to overcome this challenge -potential solution: workshops for faculty about how to use SoMe, how-to guides online. -I’m also going to speak briefly about how to get started a bit later in my talk.
- -the issue of resource credibility and peer review arise – how are learners supposed to know what is credible and what is not? -many open access resources lack peer review PRIOR to publication Potential solutions: -However, the peer review process occurs post-publication through consumer’s comments, but isn’t necessarily consistent or formal. (although can be very robust for popular FOAM sources) -you can also look to those that you trust in medical education for recommendations of resources (eg. endorsements of online sources by trusted medical educators on Twitter eg. Jason Frank, Royal College educator, tweets often about educational resources) -in some EM residency programs in the US program directors review multiple blogs, podcasts and videocasts to determine the best material
- -there is certainly the potential for SoMe to be distracting or disruptive to clinical work or patient care if it’s used inappropriately -in settings like Grand Rounds, speakers might think that screen time during presentations = lack of engagement, when in fact the learners are engaged with SoMe (eg. tweeting key points. It helps if speakers are informed of this in advance
- -given the short time that SoMe has been available and the amount of time required to conduct research and get it published, there is generally a dearth of evidence about the effectiveness of SoMe for medical education -systematic published in Academic Medicine in 2013 -only 14 papers met study inclusion: studies of physicians or physicians-in- training, and evaluations of educational interventions that used social media tools -study designs were very heterogeneous in nature and generally not of high quality due to lack of randomization, comparison groups, or validated evaluation instruments -outcomes were similarly heterogeneous and included a range of outcomes including: user satisfaction, technology usage, knowledge using exam scores, depth of reflection -learner satisfaction with SoMe was positive, although often no comparison group -students who used SoMe vs. not had equivalent test scores, but students who were more active in blog-based discussion forums had higher grades than students who posted less often -a quantitative measurement of empathy (Jefferson Scale of Physician Empathy – Medical student version) showed CC3’s who participated in a humanism and professionalism course showed no decline in empathy scores over third year clerkship (decline is the widely recognized as the norm); the effectiveness of the in-person versus blog portions were not analyzed separately, so it is difficult to know which is most important -This is likely a product of the fact that this technology is so new. Do we need to wait for evidence before using!?
- -SoMe is an emerging form of scholarship, and thus far is not (to my knowledge) formally recognized by academic institutions for the purposes of advancement -lack of recognition and value by institutions may prevent people from spending time producing FOAM or content on SoMe because it is not rewarded -I think this is already starting to shift will change with time… and with the emergence of SoMe indices for quality. -an article published in the Journal of Medical Internet Research looked at the correlation between tweets related to or containing a link to new journal publications and subsequent impact factor (defined by the number of subsequent citations) -the study found that tweets can predict highly cited articles within the first 3 days of publication – although it’s not known whether the tweets result in more readership and therefore citations, or whether the tweets reflect high quality, clinically relevant research -regardless, social impact (ie. #tweets) is suggested as a complementary method to assessing impact of peer-reviewed articles
- -this is an outline for my talk:
- Put your name and medical specialty into google! Know where you are starting from… Google yourself! Online presence – populates the top of the google search, and displaces content you don’t have control of -creating your own content gives you some control over your digital identity
- -when I google my name and specialty, this is what comes up for me. -my Twitter and LinkedIn accounts populate the top, along with my Mental Elf post -I like this because the top hits are predominantly content that I have created
- Twitter is the gateway SoMe platform! It is commonly recommended as the place to get started -register your profile at Twitter.com and download the Twitter app for your smartphone -choose a professional Twitter handle, and I recommend you identify yourself as a physician if you’re engaging for professional purposes -choose a professional photo -start by lurking! (you don’t have to contribute. It’s okay to just watch!)
- -find and follow others: -look for professional organizations, colleagues, or medical educators that you know, or news sources you read -a great way to find more interesting accounts is to see who those you know or admire are following -check your timeline to see what’s happening -messages from those you follow show up in your Twitter homepage called your “timeline” -click links in other’s Tweets to view articles, images or videos they’ve linked to -searching via hashtag is another way to reveal people/accounts you might want to follow based on shared interests -often the Twitter profile picture and description will give you clues about what that account will tweet about
- Note: if you’re a new user, others are more likely to find your messages if they are Retweets or @replies -once you’re ready to begin authoring your own messages, consider mentioning other users by their Twitter username (preceded by the @sign) in your tweets. This can help you draw more eyes to your message and engage others in a conversation (when someone mentions you in a tweet, it sends you a notification to your notification centre)
- -this schematic is based on a tweet I wrote 2 weeks ago at the APM Annual Meeting -I tweeted about Katie receiving the prestigious Webb Fellowship -after putting out the Tweet to my 145 followers, I got 2 re-tweets, one from a former Webb Fellow that had 13,000 followers my original tweet went out to 13,271 followers
- -people don’t engage equally with every Tweet -adding certain features will increase the number of Retweets you get = your message is distributed to more followers -this was a study done by Twitter, analyzing over 2 million tweets sent by thousands of verified users across different fields for the course of a month. -this graph displays the % change in the number of retweets if your tweet contains each of the following: -hashtag: not surprising – the hashtag will flag it so that even people who are not your followers can find it -video URL -digit (ie. Number) -quote -photo URL: this is perhaps also not surprising. A photo URL increases the space that a tweet occupies to ~3x that of a normal tweet We analyzed the content of over 2 million Tweets sent by thousands of verified users across different fields over the course of a month. We looked at the numbers of Retweets in that dataset with the specific features mentioned above, and compared that to the average numbers of Retweets for that collection of accounts during that period. In other words, the baseline we compared to was the numbers of Tweets that each user would expect to get anyway. This helps us identify which features within a Tweet have the greatest impact on average Retweets.
- -this is an outline for my talk:
- -given that most people spend time online to seek information and to learn, I think that the definition of e-professionalism is going to evolve past a focus on prohibiting unprofessional content to encompass a responsibility for physicians to contribute to or curate online content – as part of a community of practice –for our learners or patients -further development of quality indicators for online content, and content curation that is more organized and systematized (for example, some EM program directors in US curate FOAM, but this could be enhanced by national or international collaboration, eg. COPE for Canadian psychiatric residency programs) -currently we don’t have any widely accepted standard of measuring the value of social media scholarship (eg. should we value the number of page views, retweets, or “likes”?) How do we create meaningful impact factors on social media? Right now we have limited data about the use of SoMe for educational outcomes. Does SoMe enhance learning in measurable ways? This will likely affect uptake and value within academic institutions. Strategies to address unfamiliarity given that it is a significant barrier to the widespread of SoMe for educational purposes
- I’d like you to take a moment to think about what the following questions. I’d love to hear your thoughts during the discussion period. -keeping in mind the unique qualities of SoMe that I’ve presented, do you have an educational need that would be well served by the use of SoMe? -what will you do differently moving forward? A commitment to change if you will.. -if you’d like more information about anything that I covered today, or otherwise, please feel free to email me, or follow me on twitter and tweet me!
- SOME AND ONLINE CONTENT IS THE WAY OF THE FUTURE FOR LEARNING AND TEACHING! Recognition that learning is inherently social! -SoMe allows you to contribute to and engage with a community of practice to learn and teach -SoMe has numerous advantages for learning incl. having an access to a community of practice and experts and the opportunity to make a difference without the turn around time required for traditional publication -SoMe also provides an important opportunity to role model professional behavior and life-long learning -SoMe does have some challenges incl. lack of familiarity with social media platforms, risks to professionalism and the need for further evidence to demonstrate it’s proven effectiveness to learning and then ultimately patient care -however, I believe that these challenges can be overcome -I hope I’ve convinced you that Twitter is a great way to get started with SoMe for educational purposes because of it’s many benefits and it’s ease of access
- -thank you to Dr. Tan for supervising me and providing with guidance and feedback -to Dr. Waddell for sending me relevant links on Twitter and for role modeling twitter use for professional purposes -to my husband Josh Laidlaw, for his technological and design expertise