The document discusses the integration of social media into medical education, highlighting its increasing prevalence and effectiveness through various case studies. It reviews key research findings showing that while social media tools can enhance learner satisfaction and reflective writing skills, their actual impact on knowledge retention and clinical reasoning remains mixed. Future research should aim to explore best practices for social media use in educational settings and compare it with traditional methods to further enhance medical curriculum development.

1. Social Media and
Medical Education:
Evidence of Success
Chaired by:
Brian S. McGowan, PhD
@briansmcgowan
#ACEHP15 January 15, 2015

2. Social Media Case Study #1

3. Social Media Case Study #2

4. Social Media Case Study #3

5. Social Media Case Study #4

6. Social Media Case Study #5

7. Social Media Case Study #6

8. SoMe & Meded: Evidence of Success
• Re-establish the conversation in the evidence
• Examine what is known
• Explore what remains to be known
Faculty:
Alex Djuricich, MD
Associate Dean for CME,
IU School Of Medicine
Derek Warnick, MSPT
Senior Manager,
Healthcare Education
Pfizer, Inc
2. Social Media:
Conferences, Meetings & Journals, Oh My!
3. CMEpalooza: A Social Media Love Story

9. 1. Social Media and
Medical Education:
Impact on General Education
Chaired by:
Brian S. McGowan, PhD
@briansmcgowan
#ACEHP15 January 15, 2015

10. Emergence of an equipped audience

11. Emergence of equipped researchers

13. • The search identified 443
unique publications for full-
text review of which 99
were explored in greater
depth. These represented
three categories:
– 59% of articles were
commentaries that
discussed social media risks
and benefits.
– 27% were descriptive
accounts that confirmed
social media use is common
in medicine and increasing
over time.
– 14% were evaluative
studies of educational
interventions for physicians
or physicians-in-training
using social media.

14. Audiences:
• 11/79% involved undergraduate medical
students only, whereas the other 3/21%
included practicing physicians, staff members,
or a combination of undergraduates,
residents, fellows, and practicing physicians.

15. Review of the tools being studied
1. Blogs were the most commonly employed
social media tool (10/71%),
2. Wikis (3/21%),
3. Twitter (2/14%), and
4. Facebook (2/14%).
• 7/50% used a single tool, 1/7% used two, and
3/21% used three or more.

16. Research Designs and Methods:
• 9/64% used a single-group cross-sectional or posttest-only
design, whereas 4/29% employed a two-group
nonrandomized design. Only 1/7% was a randomized
controlled trial
• 9/64% administered a post-intervention survey on user
satisfaction and attitudes, whereas 2/14% implemented
both pre- and post-intervention surveys on technology use,
student preferences and satisfaction, or demographics.
7/50% extracted technology usage data using tools such as
Web site hit counters or access history.
• 4/29% evaluated knowledge using exam scores, 3/21%
conducted interviews or focus groups, and 2/14%
conducted post-intervention analysis of the depth of
reflection in student blog entries.

17. Outcomes: Satisfaction
• Learner satisfaction with social media
interventions was described as positive,
although in most studies no comparison group
was offered
• The results of studies that assessed more than
one intervention were mixed.
– For example, students generally favored blogging
over essay writing for reflection, but they favored in-
person problem-based learning (PBL) over virtual
collaborative learning for improvement of clinical
reasoning skills

18. Outcomes: Knowledge And Attitudes
• Interventions to improve knowledge demonstrated
equivalent test scores for students who did and did not
use social media tools.
– However, students who actively participated in a blog-
based discussion forum had higher grades than students
who posted less often
• Third-year medical students who participated in a
humanism and professionalism course that included a
blog showed no decline in empathy during their
yearlong clerkships
– in contrast, previous studies showed a significant decline in
empathy among third-year medical students.

19. Outcomes: Deep Cognition & Reflection
• In one study, participation in faculty-
moderated course blogs and traditional small-
group discussions with essay writing were
equally effective in fostering medical students’
reflective writing skills.
• Another study found that 169 (95%) of 177
student entries to a faculty-moderated blog
were deemed “reflective” and that instructor
feedback could stimulate further reflection.27

20. • Opportunities:
– shared process and
content (74% of articles)
– accessible and
customizable nature
(40%)
– popularity with learners
(33%)
– the potential for
professional development
and collaboration (29%)
• Challenges:
– breaches of
professionalism (49%
of articles),
– user privacy (32%),
– information quality
(27%).
Outcomes: Themes of Research

21. Final thoughts…
• We now have a foundation for future research and
guidance for incorporating social media tools into
medical curricula.
• Future scholarship in this new field should include
clear definitions of social media technologies to allow
appropriate comparisons and data synthesis.
• It would be helpful to compare social media use with
other educational methods, explore a variety of
learner populations, and examine skill- or behavior-
based outcomes.
• Higher-quality research is needed to establish best
practices in the development of social media
technology to enhance medical education.

22. Alexander M. Djuricich, MD
Associate Dean for CME
Indiana University School of Medicine
ACEHP Meeting
January, 2015

23.  Every year, registrants hear more about this
when registering for conferences
 Difficult to know “impact” of this
 Literature and many blogs exist onTips for
Tweeting at ScientificConferences (AKA
“Tweeting the Meeting”)

24. Ekins S, et al. Ten Simple Rules of LiveTweeting at Scientific Conferences. PLoS Comput Biol 2014.
Melvin L, et al. UsingTwitter in Clinical Education and Practice. J Grad Med Educ 2014.
KindT, et al. TwelveTips for Using Social Media as a Medical Educator. MedTeach 2014.

25.  Mostly aroundTwitter
 “Dissemination of information” is major
theme in all articles

26.  Compared 2012 and
2013 tweets
 #AUA13 & #CUA13
 Use dramatically
increased by urologists
in 2013 meeting
Matta R, et al. The dramatic increase in social media in urology. J Urol 2014.

27.  Twitter team of four
physicians was
responsible for ¾ of all
tweet content
 #2013ASC
 Organizers should
develop a social media
strategy for
conferences
 Cochran
Cochran A, et al. Use ofTwitter to Document the 2013 Academic SurgicalCongress. J Surg Res 2014.

28.  #ICEM12
 Content from the conference reached a significant
number of users who were not physically present
NeillA, et al. The impact of social media on a major international Emergency Medicine conference. Emerg MedJ 2014.

29.  Tweets at Canadian
medical education
meeting
 #CCME13
 Organizers should
implement new
innovations that would
facilitate use of social
networking tools
Jalali A, et al.Tweeting during conferences: educational or just another distractions? Med Educ 2013.

30.  Oncology
 Family
medicine
 Radiology
 Nephrology

31.  Very recent article in Circulation
 Randomized controlled trial of social media
on electronic usage of journal
 Final conclusion: no difference
Fox CS, et al. A randomized trial of social media from Circulation. Circulation 2014 [Epub ahead of print].

32.  Discussion of this
article (that showed
no impact of social
media) went viral
(on social media)
 Blogs, discussion
groups, andTwitter
chats on the topic

33.  Rolling out social media
strategy
 Extend reach to readers
in other non-print
formats
 JCEHP blog beginning
in January 2015:
http://jcehp.wordpress.
com/
DjuricichAM. Social media, Evidence-BasedTweeting and JCEHP. J Cont Educ Health Prof 2014.
Olson C. JCEHP’s New—And First—Social Media Editor. J Cont Educ Health Prof 2014.

34.  Social media is becoming an increasingly
important component of health care
conferences
 Conference organizers should consider a social
media strategy when designing meetings
 Journals should consider social media as another
way to reach their readers to disseminate
information

35. The Social Snap: http://www.brucesallan.com/wp-content/uploads/2012/06/Cartoon-2.jpg

36. CMEpalooza:
A Social Media Love Story
Derek Warnick
Senior Manager,
Healthcare Education
Pfizer

37. CMEPALOOZA
WHERE THE CME/CE COMMUNITY HANGS OUT

39. Google+
39

41. Production Crew
41

42. PR Team
42

48. CMEpalooza Fall
48

49. Participation substantially
increased vs the first Palooza

50. Sessions were well attended
throughout the day and on archive

51. Attendees engaged with social
media

52. Attendees visited the website
before and after the event

54. Key Takeaway
Started using social media because I had to.
Now I use social media because I want to.

55. Social Media and
Medical Education:
Evidence of Success
Presented by:
Brian S. McGowan, PhD
@briansmcgowan
#ACEHP15 January 15, 2015