Presentation charting the development of Web 2.0 technologies, and how to use them effectively as a medical professional, whilst avoiding the pitfalls. Draws on UK, ANZ and general professionalism guidelines.
Your digital footprint - presentation Moira Wright
The concept of a digital footprint and why it is so important for students to understand their activity on the web can be a valuable asset or can lead to trouble if not watched carefully.
This is a presentation from a session given by Lyn Parker and Sheila Webber on 10 June 2008. It was an event of the Information Literacy Network of CILASS (Centre for Inquiry Based Learning in the Arts and Social Sciences). It includes slides which record points raised by participants in the session, an internal event which took place at Sheffield University.
Your digital footprint - presentation Moira Wright
The concept of a digital footprint and why it is so important for students to understand their activity on the web can be a valuable asset or can lead to trouble if not watched carefully.
This is a presentation from a session given by Lyn Parker and Sheila Webber on 10 June 2008. It was an event of the Information Literacy Network of CILASS (Centre for Inquiry Based Learning in the Arts and Social Sciences). It includes slides which record points raised by participants in the session, an internal event which took place at Sheffield University.
Looking at trends and future possibilities in the use of Information Technology in Higher Education.
Plenary presentation at the Christian Higher Education Canada Annual General Meeting. June 1st, 2010.
The Social Web and the Information Professional: Risks and Opportunitieslisbk
Rehearsal of a talk on "The Social Web and the Information Professional: Risks and Opportunities" given by Brian Kelly, UKOLN at a CILIP Council meeting on 29 April 2009. The recording took place on 24 April 2009.
See http://www.ukoln.ac.uk/cultural-heritage/events/cilip-council-2009/
Linking Feral Event Data: IWMW 2009 Case Studylisbk
Pre-recorded Slidecast of a rehearsal of a talk on "Linking Feral Event Data: IWMW 2009 Case Study" given at the DC09 conference in Seoul, South Korea on 14 October 2009.
See http://www.ukoln.ac.uk/web-focus/events/online/dc09/
This is a presentation for clients at the salon at the Mandarin in HK. It has a quiz that works with Qwizdom Actionpoint and then allows for a discussion of the need to take hold of your online identity.
"Pimp Up Your Stuff!": How To Exploit The Social Weblisbk
Slides for a talk on "'Pimp Up Your Stuff!': How To Exploit The Social Web" given by Brian Kelly, UKOLN at a series of at a 2-day Search Engine Optimisation Workshops on 'Improving Your Online Presence' in June/July 2009.
See http://www.ukoln.ac.uk/web-focus/events/workshops/sca-seo-20090629/
(Abstract) At the core of the new ACRL Framework for Information Literacy is the educational theory of threshold concepts, according to which every discipline contains "troublesome" concepts that stand as barriers to learning. Accordingly, by identifying these barriers and directing our teaching towards them, educators can foster deeper understanding and appreciation of complex subjects. In light of the new ACRL Framework's adoption of threshold concepts, this presentation from a former member of the Framework Task Force will offer a critical assessment of the applicability of threshold concepts to information literacy.
This presentation will argue that the six "frames" of information literacy are underdetermined, they fail to distinguish concepts from skills, they are too relative to individual student experiences to provide general guidance, and they reduce information literacy to a single discipline. This last point is especially important insofar as the new Framework removes our ability to think of information literacy as a general, interdisciplinary set of critical thinking skills.
Ultimately, through its insistence on threshold concepts as first principles, the new ACRL Framework moves away from its promise of holism and instead becomes inward-looking and exclusionary. Thankfully, the Framework is malleable enough that with a few modifications to threshold concept theory, an increased sensitivity to student learning differences, and close attention to the cross-disciplinary relevance of information literacy, there is something to salvage. Rather than accept the ACRL Framework uncritically, we owe it to ourselves and our students to ask tough questions.
This is a presentation for parents.
It commences with a quiz to see what they know about online profiles and goes on to give some facts and trends about the things students are up to online and why parents should support them.
Looking at trends and future possibilities in the use of Information Technology in Higher Education.
Plenary presentation at the Christian Higher Education Canada Annual General Meeting. June 1st, 2010.
The Social Web and the Information Professional: Risks and Opportunitieslisbk
Rehearsal of a talk on "The Social Web and the Information Professional: Risks and Opportunities" given by Brian Kelly, UKOLN at a CILIP Council meeting on 29 April 2009. The recording took place on 24 April 2009.
See http://www.ukoln.ac.uk/cultural-heritage/events/cilip-council-2009/
Linking Feral Event Data: IWMW 2009 Case Studylisbk
Pre-recorded Slidecast of a rehearsal of a talk on "Linking Feral Event Data: IWMW 2009 Case Study" given at the DC09 conference in Seoul, South Korea on 14 October 2009.
See http://www.ukoln.ac.uk/web-focus/events/online/dc09/
This is a presentation for clients at the salon at the Mandarin in HK. It has a quiz that works with Qwizdom Actionpoint and then allows for a discussion of the need to take hold of your online identity.
"Pimp Up Your Stuff!": How To Exploit The Social Weblisbk
Slides for a talk on "'Pimp Up Your Stuff!': How To Exploit The Social Web" given by Brian Kelly, UKOLN at a series of at a 2-day Search Engine Optimisation Workshops on 'Improving Your Online Presence' in June/July 2009.
See http://www.ukoln.ac.uk/web-focus/events/workshops/sca-seo-20090629/
(Abstract) At the core of the new ACRL Framework for Information Literacy is the educational theory of threshold concepts, according to which every discipline contains "troublesome" concepts that stand as barriers to learning. Accordingly, by identifying these barriers and directing our teaching towards them, educators can foster deeper understanding and appreciation of complex subjects. In light of the new ACRL Framework's adoption of threshold concepts, this presentation from a former member of the Framework Task Force will offer a critical assessment of the applicability of threshold concepts to information literacy.
This presentation will argue that the six "frames" of information literacy are underdetermined, they fail to distinguish concepts from skills, they are too relative to individual student experiences to provide general guidance, and they reduce information literacy to a single discipline. This last point is especially important insofar as the new Framework removes our ability to think of information literacy as a general, interdisciplinary set of critical thinking skills.
Ultimately, through its insistence on threshold concepts as first principles, the new ACRL Framework moves away from its promise of holism and instead becomes inward-looking and exclusionary. Thankfully, the Framework is malleable enough that with a few modifications to threshold concept theory, an increased sensitivity to student learning differences, and close attention to the cross-disciplinary relevance of information literacy, there is something to salvage. Rather than accept the ACRL Framework uncritically, we owe it to ourselves and our students to ask tough questions.
This is a presentation for parents.
It commences with a quiz to see what they know about online profiles and goes on to give some facts and trends about the things students are up to online and why parents should support them.
Prezi Template with a small and flat style white planet earth illustration.
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Objects on the globe: people, home, house, office, car, bike, mountain, school, bank satellite, airplane, sun, clouds.
Zoom anywhere inside the objects and add your own content or story.
All separated elements: move the items around and customize the planet.
An Intuitive Tool for Shaping Collaborative Cultures Year of the X
An Intuitive Tool for Shaping Collaborative Cultures @Stefanie Kunhen & Imran Rehman (Meshworks, Grabarz & Partner)
21st April at Year of the Monkey in Munich
Second only to the general concept of Web 2.0, virtual worlds are the source of more articles in PubMed than any other emerging social technology. Of the many virtual worlds, Second Life (a free, open source 3d virtual world platform) is the one with the strongest presence in health care communities, from patient groups and medical education to research and professional meetings. Second Life can enable health systems to create either public or secure private spaces for functions from patient education, outreach, staff training, remote meetings, or more. As with any social technology, understanding the context and norms of the online space are essential to making institutional engagement a success. In this session, we will look at case studies illustrating how some organizations have used Second Life for communication, collaboration and community engagement.
Lee Aase June 2010 Social Media PresentationLee Aase
This is the presentation I've been giving for several health care-related groups during June. Due to different lengths of presentations, not all groups see all slides, but this is the overall deck.
A presentation given by Dr Laura-Jane Smith @_elljay_ as part of a workshop at: Trainees in Medical Education Conference UCL Oct 2012 http://www.ucl.ac.uk/medicalschool/postgraduate/teaching-fellows/conference
I presented on social media today for the HR group with the Minnesota Department of Transportation. They organized their conference with a Star Trek motif, which caused me to refresh my presentation, encouraging them to boldly go....
During the COVID-19 Global Pandemic, there were multiple lessons provided to the world. In this talk, I set the stage for the discussion, highlight the issues we faced (and still face), I speak to an effort that contributed to help address one of those issues, then speak to future challenges and our responsibilities going forward.
The Office of Minority Health (OMH) and AIDS.gov to host a New Media Webinar Training on January 28, 2010 from 2:00–3:00 p.m. (EST). OMH and AIDS.gov are collaborating to provide information to grantees on:
1. HHS’s new media objectives
2. What is new media?
3. The steps for developing a new media strategy
4. New media tools that are used by HIV programs targeting youth
Participants will have an opportunity to ask questions and to share their own New Media experiences.
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New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
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- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
7. Overview
✤ Internet is rapidly changing from Web 1.0 to 2.0 and beyond
✤ Read-only to read/write to mash-ups and the semantic web
✤ Digital identities
✤ New opportunities, but new challenges
✤ Ethical
✤ Social
✤ Technological
10. Overview
✤ The rise of the cyborgs
✤ Technologies in use
✤ Positive potential for medical practice
✤ Problem areas and cases
✤ How to be an effective digital professional
11. The Rise of the Cyborgs
✤ Internet developed out of networked computer systems (ARPAnet)
✤ Expanded gradually through the 1970’s when efforts made to link
separate such systems together
✤ Common languages developed – FTP, UNIX, HTML
✤ Internet (from inter-networking) coined 1974
✤ Further developments to infrastructure, language and the spread of
personal computers, increasingly decentralised and publicly driven
✤ Web 1.0 – read only – 1st Webpage 1991
12. The Rise of the Cyborgs
✤ Move to Web 2.0 began around the early 2000’s
✤ Functional change – interactive, collaborative and user drive
✤ By 2004 “social media” emerging as a phenomenon
✤ Early examples – Digg, MySpace, The Facebook, Bebo, Napster, VoiP
✤ Mobile technologies advancing, full web access became norm for
“smartphones” by late 2000’s
✤ iPhone launched by Apple in 2007, Google’s Android phones
followed soon after
13. The Rise of the Cyborgs
✤ "Cyborgs and Space” in Astronautics (September 1960), by Manfred E.
Clynes and Nathan S. Kline.
✤ Technological augmentation of the human body to allow new abilities
or adaptations
✤ Instant and pervasive internet access allows for offloading of factual
knowledge, and other skills
14. The Rise of the Cyborgs
✤ "Cyborgs and Space” in Astronautics (September 1960), by Manfred E.
Clynes and Nathan S. Kline.
✤ Technological augmentation of the human body to allow new abilities
or adaptations
✤ Instant and pervasive internet access allows for offloading of factual
knowledge, and other skills
✤ Do you know your spouse’s phone number?
15. The Rise of the Cyborgs
✤ "Cyborgs and Space” in Astronautics (September 1960), by Manfred E.
Clynes and Nathan S. Kline.
✤ Technological augmentation of the human body to allow new abilities
or adaptations
✤ Instant and pervasive internet access allows for offloading of factual
knowledge, and other skills
✤ Do you know your spouse’s phone number?
✤ What is your spouse’s phone number?
16. Technologies Used
✤ Blogs – Wordpress
✤ Wikis - Wikipedia
✤ Podcasts / Vidcasts - iTunes
✤ Video sharing sites – Vimeo, YouTube
✤ Social networks – Facebook, MySpace
✤ Twitter – microblogging and networking
✤ Location based services - 4square, Google Maps
17. Social Media Statistics
✤ Facebook:
✤ 6 years old
✤ ~640,000,000 users, half of whom log in on a daily basis
✤ Reported by 40% of teenage girls as being the most important thing
in their life
✤ Every 20mins: 15,870,000 wall posts, 2,716,000 photos uploaded
and 10,208,000 comments posted
✤ 30,000,000,000 pieces of content shared every month
18. Social Media Statistics
✤ Twitter:
✤ 5 years old
✤ 175,000,000 registered users
✤ 95,000,000 tweets per day (250% increase since last year)
✤ This despite 48% of users stating that they rarely or never check
Twitter
19. Social Media Statistics
✤ YouTube:
✤ Feb 2005
✤ 1st video entitled “Me at the Zoo” on April 23rd 2005
✤ Most viewed video “Charlie bit my finger” (300M views)
✤ 24 hours worth of video uploaded every minute
✤ 2 Billion views per 24 hours
20. Social Media Statistics
✤ Wikipedia:
✤ 17 million articles with 91,000 active contributors
✤ Flikr:
✤ 4 Billion images uploaded, 3,000 more every minute
✤ Wordpress:
✤ 18,753,000 blog pages, 500,000 posts per day, 112M words
21. Positive Uses
✤ E-portfolios
“Technology should be like oxygen:
✤ Networking Ubiquitous, Necessary, and Invisible.”
-Chris Lehmann
✤ Publicity
✤ Dissemination “If you don’t learn something new
each day on Twitter, then you are
✤ Education following the wrong people.”
-via @TweetSmarter
✤ Digital image
37. E-portfolios
✤ Truly life-long tools
✤ Links with examination applications, eligibility criteria, results
✤ Links to application process for jobs
✤ E-CVs
✤ E-ARCPs
✤ Incorporation of more collaborative functions: social networking, blog
or wikis
38. Positive Uses
✤ Facebook ✤ Public health - track disease
outbreaks, emergencies
✤ Present a professional image
✤ Crowd sourcing platform - ask your
✤ Create a “fan page” for your followers
organisation - e.g. RCPsych
✤ Search engine
✤ Twitter
✤ Networking tool, particularly for
✤ Keep up to date: @scotgov, conferences - #AMEE2010
@bbcbreaking, @stvnews
✤ Inform patients
✤ Track jobs and other opportunities
✤ Novel uses - user groups, Qwitter,
✤ Find resources shared by etc
likeminded others #meded, #TwitJC
39. Positive Uses
✤ Blogs
✤ Informative, regularly updated, often critique other news items
and articles
✤ Interactive allowing discussion and clarification
✤ Podcasts
✤ Excellent sources of up to date information, often in niche areas
✤ Good examples: AmJPsych, RCPsych, Medical Educator, iTunesU
40. Positive Uses
✤ Mobile devices
✤ On-line anywhere
✤ Mobile apps
✤ Augmented reality
✤ Medical devices
41. Positive Uses
✤ Mobile devices
✤ On-line anywhere
✤ Mobile apps
✤ Augmented reality
✤ Medical devices
42. Negative Aspects
✤ Online anywhere ✤ Blocking of access to most
social media while at work
✤ Blurring of private and
professional lives ✤ Rapid and far-reaching societal
shifts still occurring
✤ Email accounts
✤ Ethical and social norms not
✤ Social networking profiles fully established
✤ Location based services
✤ Ownership of data
43. Digital Professionalism
✤ New technologies lead to reappraisal of doctors’ contract with society
✤ How do we incorporate digital spaces into our lives?
✤ Is there a disparity between what we practice and what we preach?
✤ How do these new media equate to traditional media?
✤ Rapid uptake and usage
✤ Current dearth of clear ethical guidance
44. It’s all about context
✤ #twitterjoketrial:
✤ Upshot as of Feb 2011 - all
tweets are considered
public domain material
✤ Material posted is
permanent and searchable
45. It’s all about context
✤ #twitterjoketrial:
✤ Upshot as of Feb 2011 - all
tweets are considered
public domain material
✤ Material posted is
permanent and searchable
46. It’s all about context
✤ #twitterjoketrial:
✤ Upshot as of Feb 2011 - all
tweets are considered
public domain material
✤ Material posted is
permanent and searchable
47. Problem Areas for Medics
✤ Confidentiality
✤ Personal views
✤ Professionalism
✤ Defamation
✤ Discrimination
48. Sharing of Information
✤ 2008 USA survey showed 2/3 medical students use Facebook
✤ Only 37.5% of these made their profiles private Guseh JS (2009)
✤ University of Otago NZ - class of 2006
✤ N=338 - 65% had Facebook accounts
✤ Only 63% had activated their privacy settings MacDonald J (2010)
✤ University of Rouen 2010
✤ N=202 - 73% had Facebook profiles, 61% changed privacy
Moubarak G (2011)
49. Sharing of Information
✤ What do they post?
✤ Survey by J. Chambers (2010) of Dundee medical students (N=487)
9%
14% Private Access
41% Closed Community
Public Access
Not Sure
36%
50. Sharing of Information
✤ What do they post?
✤ Survey by J. Chambers (2010) of Dundee medical students (N=487)
Full name 93.6%
Email address 48.6%
Home address 2.9%
Telephone no. 9.6%
Profile photo 80.2%
Relationship status 55.0%
Sexual preference 36.6%
Religious views 27.1%
Political views 12.2%
Uni attended 88.8%
Medical student 32.0%
51. Sharing of Information
✤ What do they post?
✤ Survey by J. Chambers (2010) of Dundee medical students (N=487)
Self 74% 16%
Alcohol
Other 78% 15%
Self 6% 11%
Smoking
Other 10% 14%
“Personal Self 18% 18%
content” Other 13% 11%
52. Sharing of Information
✤ What do they post?
✤ Survey by J. Chambers (2010) of Dundee medical students (N=487)
Course content 16.2%
Exam content 4.2%
Clinical practice 7.8%
Actions of other students or healthcare workers 12.3%
53. Pertinent Guidance
✤ GMC Good Practice Guidance:
✤ 33. You must not express to your patients your personal beliefs,
including political, religious or moral beliefs, in ways that exploit
their vulnerability or that are likely to cause them distress
✤ 37. Patients have a right to expect that information about them will
be held in confidence by their doctors. You must treat information
about patients as confidential, including after a patient has died.
54. The YouTube Generation
✤ Surgeons in Philippines struck off for posting videos of surgery on
YouTube in 2008
✤ Deemed clearly unprofessional, even though patient not identifiable
directly
✤ Recent programme Junior Doctors: Your Life in Their Hands (BBC3)
showed similar scene with less hilarity…
55. The YouTube Generation
✤ 1st Year University Medical Review show
✤ Parody of anatomy lab, set to choreographed dance routine and rap
✤ Posted on-line following permission of medical school office, and
with consent of all actors
✤ Senior student saw it and complained to Dean
✤ Video taken down pending faculty review
✤ 25,000 hits, 4.5 star rating
56. The YouTube Generation
✤ Recruitment video into psychiatry
✤ What advice would you give your trainee if they had posted this?
57. Pertinent Guidance
✤ GMC Good Practice Guidance:
✤ 57. You must make sure that your conduct at all times justifies your
patients' trust in you and the public's trust in the profession.
58. Sharing of Information
✤ Online posting of Unprofessional Content by Medical Students
✤ USA 2009 survey of Med School Deans
✤ N=78 of whom 60% reported incidents of medical students posting
unprofessional content on-line
✤ 30 had given informal warnings, 3 student had been dismissed
✤ Only 38% of Schools had specific policies...
Chretien K (2009)
59. Defamation
✤ “The act of making an unjustified statement (whether oral or written)
about a person or an organisation that is considered harmful to their
reputation, for example by damaging professional standing”
✤ Defamation is to a 3rd party and identifies the subject
✤ Defences - justification or “fair comment on a matter of public
opinion”
✤ Comments may also be considered in breach of discrimination laws if
deemed offensive to particular groups
BMA (2010)
60. Defamation
✤ “Dr Scot Junior”
✤ Surgical trainee in aftermath of MTAS posted a comment on the
closed forum Doctors.net
✤ “Excrematous and scatological language” used to describe Dame
Carol Black
✤ Comments viewed by Professor Paice who alerted Dr Junior’s Dean
✤ Immediate suspension from work for 6 weeks
61. Pertinent Guidance
✤ GMC Good Practice Guidance:
✤ 46. You must treat your colleagues fairly and with respect. You
must not bully or harass them, or unfairly discriminate against
them by allowing your personal views to affect adversely your
professional relationship with them. You should challenge
colleagues if their behaviour does not comply with this guidance.
✤ 47. You must not make malicious and unfounded criticisms of
colleagues that may undermine patients' trust in the care or
treatment they receive, or in the judgement of those treating them.
62. GMC
✤ No specific guidance on social media
✤ Comes down to probity, professionalism and confidentiality
✤ “In response to queries about this we have taken the view that doctors are allowed, like anyone else, to
have a private life and use of the internet and social networking sites are a part of this for many people. It
is clearly a matter of judgement, about what information doctors choose to share on such sites and with
whom, bearing in mind their professional obligations as a doctor and any contractual requirements. It is
not possible to state categorically what would and would not be acceptable in relation to these matters as
it is likely to depend on many factors, including the nature of the comments, who could access them, and
whether they were posted during or outside work hours.”
✤ “We would see the principles that apply to this as no different from those that apply in sharing
information in other areas, for example what information about their work doctors might share with
friends at the pub or in other social settings, although obviously the range of people who might have
access to their comments is likely to be wider.”
63. Personal vs Professional Personas
✤ Article 8 of the Human Rights Act states: “Everyone has the right to
respect for his private and family life, his home and his
correspondence.”
✤ Increasingly employers are seeking to implement policies relating to
social media
✤ Care needed to ensure does not infringe our rights to freedom of
speech, and to a private life
✤ Could policies be implemented that would monitor and limit what
we say in public? Are tweets and posts any different?
64. Avoiding the Pitfalls
✤ Understand the media
✤ Permanent, searchable, traceable
✤ Consider on-line content as public
✤ Maintain awareness of contextless view of the courts / media
✤ Consider your professional image now and for the future
✤ Use your on-line presence to your advantage
✤ Google yourself now and again
65. Avoiding the Pitfalls
✤ RCN Guidance - Clear don’ts:
✤ Disparage colleagues or the organisiation, or patients
✤ Identify your employer on your profile page
✤ Use social media from work or in work time
✤ Identify or photograph patients
✤ Post sexually explicit, racist, homophobic or other offensive content
✤ Breach any policies on internet use your employer has
✤ Respond in haste to emails
✤ Press respond to all, or spam large number of people
66. Avoiding the Pitfalls
✤ Joint AMA, NZMA, NZMSA, AMSA guidance:
✤ Have you ever...?
✤ Googled yourself?
✤ Posted info about a person from your workplace on Facebook?
✤ Added patients as friends?
✤ Added work colleagues as friends?
✤ Made an online comment that could be considered offensive?
✤ Put up photos that you would not want patients, colleagues to see?
✤ Checked your FB privacy settings?
✤ Let a friend know that they have posted unprofessional content?
67. Avoiding the Pitfalls
✤ Joint AMA, NZMA, NZMSA, AMSA guidance:
✤ Beware of cross-referencing with regards to confidentiality
✤ Avoid defamation
✤ Look after colleagues online, and speak to them about
unprofessional use of social media
✤ Protect your online image, examine your profile and ask if it truly
represents the values you uphold
✤ Manage friend requests and boundaries appropriately
68. Friending and Patients
✤ 76% of doctors in the Rouen survey felt that the doctor-patient
relationship would be altered if patients had viewed their FB profile
✤ Don’t accept requests if you are not absolutely certain who they are
✤ Ignore friend requests from patient
✤ Discuss the issue with them face to face if they persist
✤ Respect patients’ rights to on-line privacy and do not enter
information gathered from the internet into their case file without
their consent
69. Ellaway’s Principles
✤ Principle #1: establish and sustain an on online professional presence
that befits your responsibilities while representing your interests. Be
selective in which channels and places you establish a profile.
✤ Principle #2: use privacy controls to manage more personal parts of
your online profile and do not make public anything that you would
not be comfortable defending as professionally appropriate in a court
of law
✤ Principle #3: think carefully and critically about how what you say or
do will be perceived by others and act with appropriate restraint
70. Ellaway’s Principles
✤ Principle #4: think carefully and critically about how what you say or
do reflects on others, both individuals and organizations, and act with
appropriate restraint
✤ Principle #5: think carefully and critically about how what you say or
do will be perceived in years to come; consider every action online as
permanent
✤ Principle #6: be aware of the potential for attack or impersonation,
know how to protect your online reputation and what steps to take
when it is under attack
✤ Principle #7: an online community is still a community and you are
still a professional
71. The Future
✤ Contract with society being altered
✤ Professionalism being reshaped
✤ Digital competencies need to be taught, modelled and assessed
✤ Digital professionalism standards should be developed
✤ Don’t wait for guidance before examining your use of new technology
✤ Don’t be afraid!
74. References
✤ GMC Good Practice Guidelines - accessed at www.gmc-uk.org on 14/4/11
✤ Farnan JM et al (2009) The relationship status of digital media and professionalism: it’s complicated. Academic
Medicine 84(11):1479-81.
✤ Farnan JM et al (2008) The YouTube generation: implications for medical professionalism. Perspectives in
Biology and Medicine. 51(4):517-24.
✤ Chretien KC et al (2009) Online posting of unprofessional content by medical students. JAMA 302(12): 1309-15.
✤ MacDonald J et al (2010) Privacy, professionalism and Facebook: a dilemma for young doctors. Medical
Education 2010; 44:805-813.
✤ Guseh JS et al (2009) Medical professionalism in the age of online social networking. Journal of Medical Ethics
2009;35:584-586.
✤ Social Media and the Medical Profession: A guide to online professionalism for medical practitioners and
medical students. AMA, NZMA, NZMSA, AMSA (2010)
✤ Moubarak G et al (2010) Facebook activity of residents and fellows and its impact on the doctor patient
relationship. Journal of Medical Ethics Online First DOI:10.1136/jme.2010.0362893