Social media prior for biomedical engineers and medical physicists presented at the World Congress of Biomedical Engineering and Medical Physics, Toronto June 11, 2015.
This talk provides an overview of Social Media in the Medical Sciences and describes why and how social media might be used in a professional setting.
Information Use in Natural Habitats: A Comparative Study of Graduates in the ...Siobhán Dunne
Two librarians working with journalism students in higher education institutions in Ireland and Canada designed a comparative research study which surveyed graduates about the information resources they used to accomplish key communications tasks in their professional roles. The aim of the study was to (a) identify resources being used in practice and (b) harness that knowledge to improve both the content of information skills programmes and the pedagogical approach for teaching those skills. We were curious about the resources graduates actually used at work, both in traditional journalism positions and more broadly in other fields of communications.
An analysis of current professional journalism standards (Accrediting Council on Education in Journalism and Mass Communication 2012; National Council for the Training of Journalists 2012, 2014) and recent articles on information use by journalists (Machill & Bieller 2009; Wenger & Owens 2013) shows a disconnect between what journalists are expected to use and what they really use in daily practice. Literature on information literacy instruction for journalism students is quite descriptive about the resources we teach students in these programs but this is not always connected to what they might use in practice, in particular as they often have access to different resources than those provided by institutional subscriptions. Missing from the literature entirely is the consideration of journalists working in other communications roles.
Drawing on their prior work and other major studies, the authors will present recommendations for refining classroom practice to foster greater transfer of information literacy skills. We will present data from the survey and discuss the challenges the results present both in terms of what and how we teach in information literacy sessions for professional programs. Participants will be invited to complete a predictive version of the survey to compare what they think these professionals said with our results. This will be the basis for a discussion not only of our results, but also of our process, and how it might inform similar projects.
Although the focus of this study relates to employability skills in the field of journalism and communications, we will discuss the transferability of our findings and how our approach enables implications to be drawn for programmes that prepare students for future careers in other disciplines. Participants will be encouraged to generate questions they could use in similar surveys of graduates in other programs. Both librarians already work closely with faculty on existing journalism programmes; this paper will discuss how the insights gained from the study have been shared with colleagues to improve programmes for future students.
Information Use in Natural Habitats: A Comparative Study of Graduates in the ...Siobhán Dunne
Two librarians working with journalism students in higher education institutions in Ireland and Canada designed a comparative research study which surveyed graduates about the information resources they used to accomplish key communications tasks in their professional roles. The aim of the study was to (a) identify resources being used in practice and (b) harness that knowledge to improve both the content of information skills programmes and the pedagogical approach for teaching those skills. We were curious about the resources graduates actually used at work, both in traditional journalism positions and more broadly in other fields of communications.
An analysis of current professional journalism standards (Accrediting Council on Education in Journalism and Mass Communication 2012; National Council for the Training of Journalists 2012, 2014) and recent articles on information use by journalists (Machill & Bieller 2009; Wenger & Owens 2013) shows a disconnect between what journalists are expected to use and what they really use in daily practice. Literature on information literacy instruction for journalism students is quite descriptive about the resources we teach students in these programs but this is not always connected to what they might use in practice, in particular as they often have access to different resources than those provided by institutional subscriptions. Missing from the literature entirely is the consideration of journalists working in other communications roles.
Drawing on their prior work and other major studies, the authors will present recommendations for refining classroom practice to foster greater transfer of information literacy skills. We will present data from the survey and discuss the challenges the results present both in terms of what and how we teach in information literacy sessions for professional programs. Participants will be invited to complete a predictive version of the survey to compare what they think these professionals said with our results. This will be the basis for a discussion not only of our results, but also of our process, and how it might inform similar projects.
Although the focus of this study relates to employability skills in the field of journalism and communications, we will discuss the transferability of our findings and how our approach enables implications to be drawn for programmes that prepare students for future careers in other disciplines. Participants will be encouraged to generate questions they could use in similar surveys of graduates in other programs. Both librarians already work closely with faculty on existing journalism programmes; this paper will discuss how the insights gained from the study have been shared with colleagues to improve programmes for future students.
Over its history, IPRRC has become one of the top venues for presentation of new PR research and for interaction among scholars and PR professionals. IPRRC is unique in many ways.
*The only conference devoted entirely to research in public relations
*Featuring informal roundtable sessions where participants actively discuss (and even contribute to) the research
*Attended by grad students, professors and practitioners for real bridge-building between the academy and the profession
*Limited attendance to facilitate interaction — during research sessions as well as the social events
IMPACT OF FACEBOOK USAGE ON THEACADEMIC GRADES: A CASE STUDYSajjad Sayed
IMPACT OF FACEBOOK USAGE ON THE ACADEMIC GRADES: A CASE STUDY
This article prove a Impact on Students grades but it was recommendation of author of this article that students can reap higher grades if institute will monitor its usage. for example open access for few hours in a day at mentioned time.
To find the students awareness of social networks.
b. To find for what purposes the students are using social networks.
c. To find effects of social networks on studies of the students.
d. To find Student’s ideas on how social networks can be used positively for education purposes.
e. To find average time spent on social networks by UNIVOTEC students
f. To find average expenditure spend by students on sustenance in social network
Contouring Guidelines for Gynecological MalignancyJyotirup Goswami
A brief overview of gynecological malignancy contouring guidelines (teletherapy & brachytherapy), including a discussion of problems and inadequacies of the present guidelines
Organs at risk delineation is as critical as delineation of the target volumes. This atlas presentation is made from a reference material which is quoted in the second slide.
Conventional radiotherapy treatments are delivered with radiation beams that are of uniform intensity across the field (within the flatness specification limits). Wedges or compensators are used to modify the intensity profile to offset contour in irregularities and produce more uniform composite dose distributions such as in techniques using wedges. This process of changing beam intensity profile to meet the goals of a composite plan is called intensity modulation
IMRT refers to a radiation therapy technique in which nonuniform fluence is delivered to the patient from any given position of the treatment beam to optimize the composite dose distribution. The optimal fluence profiles for a given set of beam directions are determined through inverse planning. The fluence files thus generated are electronically transmitted to the linear accelerator, which is computer controlled, to deliver intensity modulated beams (IMBs) as calculated.
Over its history, IPRRC has become one of the top venues for presentation of new PR research and for interaction among scholars and PR professionals. IPRRC is unique in many ways.
*The only conference devoted entirely to research in public relations
*Featuring informal roundtable sessions where participants actively discuss (and even contribute to) the research
*Attended by grad students, professors and practitioners for real bridge-building between the academy and the profession
*Limited attendance to facilitate interaction — during research sessions as well as the social events
IMPACT OF FACEBOOK USAGE ON THEACADEMIC GRADES: A CASE STUDYSajjad Sayed
IMPACT OF FACEBOOK USAGE ON THE ACADEMIC GRADES: A CASE STUDY
This article prove a Impact on Students grades but it was recommendation of author of this article that students can reap higher grades if institute will monitor its usage. for example open access for few hours in a day at mentioned time.
To find the students awareness of social networks.
b. To find for what purposes the students are using social networks.
c. To find effects of social networks on studies of the students.
d. To find Student’s ideas on how social networks can be used positively for education purposes.
e. To find average time spent on social networks by UNIVOTEC students
f. To find average expenditure spend by students on sustenance in social network
Contouring Guidelines for Gynecological MalignancyJyotirup Goswami
A brief overview of gynecological malignancy contouring guidelines (teletherapy & brachytherapy), including a discussion of problems and inadequacies of the present guidelines
Organs at risk delineation is as critical as delineation of the target volumes. This atlas presentation is made from a reference material which is quoted in the second slide.
Conventional radiotherapy treatments are delivered with radiation beams that are of uniform intensity across the field (within the flatness specification limits). Wedges or compensators are used to modify the intensity profile to offset contour in irregularities and produce more uniform composite dose distributions such as in techniques using wedges. This process of changing beam intensity profile to meet the goals of a composite plan is called intensity modulation
IMRT refers to a radiation therapy technique in which nonuniform fluence is delivered to the patient from any given position of the treatment beam to optimize the composite dose distribution. The optimal fluence profiles for a given set of beam directions are determined through inverse planning. The fluence files thus generated are electronically transmitted to the linear accelerator, which is computer controlled, to deliver intensity modulated beams (IMBs) as calculated.
This presentation is part of the Digital Scholar Training Series at USC and CHLA.
Learn more about the initiative: http://sc-ctsi.org/digital-scholar/
News story: http://sc-ctsi.org/index.php/news/new-digital-scholar-training-initiative-helps-researchers-better-utilize-we#.VDhIWWK9mKU
The patient and physician interaction in social mediaSimon R. Stones
This presentation was delivered in the 'Tweet up: Social media in rheumatology' session during the British Society of Rheumatology Annual Conference on Tuesday 30 April 2019, in Birmingham, UK.
How Social Media Can Change Health Professions Education | AIAMC 2015michelleclin
My plenary talk at the 2015 Alliance of Independent Academic Medical Centers (AIAMC) about my experiences and insights about social media from my perspective as an educator and Editor in Chief of Academic Life in Emergency Medicine (http://aliem.com)
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.
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.
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
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
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
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
Surgical Site Infections, pathophysiology, and prevention.pptx
Social media in the medical sciences
1. Social Media in Science and Medicine – #wc2015yyz 1 of 43
Social Media in Science and Medicine
Parminder S. Basran, Ph.D @psbasran
BCCA- Vancouver Island Centre
University of Victoria- Dept. Physics & Astronomy
2. Social Media in Science and Medicine – #wc2015yyz 2 of 43
Disclosures and Disclaimers
No financial conflicts of interest to disclose.
Disclaimer:
I am not a Social Media consultant.
3. Social Media in Science and Medicine – #wc2015yyz 3 of 43
Clinical
Responsibilities
Academic
Responsibilities
Teaching
Responsibilities
Professional
Issues
Learning Objectives
Social Media?
4. Social Media in Science and Medicine – #wc2015yyz 4 of 43
Road Map
What “Social
Media”
How do
WE Learn?
What are we
learning?
Why
“Social Media”
How “Social
Media”
Closing
Remarks
5. Social Media in Science and Medicine – #wc2015yyz 5 of 43
Road Map
What “Social
Media”
How do
WE Learn?
What are we
learning?
Why
“Social Media”
How “Social
Media”
Closing
Remarks
6. Social Media in Science and Medicine – #wc2015yyz 6 of 43
What is Social Media
https://en.wikipedia.org/wiki/Social_media
Social media are computer-mediated tools that allow people to create,
share or exchange information, ideas, and pictures/videos
in virtual communities and networks. Social media is defined as "a group of Internet-
based applications that build on the ideological and technological foundations of
Web 2.0, and that allow the creation and exchange of user-
generated content.”
7. Social Media in Science and Medicine – #wc2015yyz 7 of 43
What is Social Media
• How might Social Media be used as a tool
for research, education, professional
development, for medical physicists and
biomedical engineers?
8. Social Media in Science and Medicine – #wc2015yyz 8 of 43
Road Map
What “Social
Media”
How do
WE Learn?
What are we
learning?
Why
“Social Media”
How “Social
Media”
Closing
Remarks
9. Social Media in Science and Medicine – #wc2015yyz 9 of 43
… and the way create, share and exchange information is changing…
The times are a changing…
10. Social Media in Science and Medicine – #wc2015yyz 10 of 43
How do we learn?
Retention Rate
(after 2 weeks) 10 %
20%
30%
50%
70 %
90% Dale E. Audio-visual methods in teaching. 3rd ed. New
York, NY: Holt, Rinehart, and Winston, Inc; 1969
Hierarchy of learning
through the
programming of real
experiences. i.e., on-
the-job training
11. Social Media in Science and Medicine – #wc2015yyz 11 of 43
How do MPs/BMEs learn?
Traditional educational
methods – UG, Graduate
Work
Mentoring, residency,
working and
communicating with
colleagues (ex:
conferences, mail lists,
etc)
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How are we learning now?
About 70% of internet users, and roughly
50% of adult users are watching videos.
Q:What do we watch the most?
Movies or TV show = ?
Comedy or humorous videos = ?
Political videos= ?
Educational videos= ?
http://www.pewinternet.org/2013/10/10/onl
ine-video-2013/
13. Social Media in Science and Medicine – #wc2015yyz 13 of 43
How are we learning now?
About 70% of internet users, and roughly
50% of adult users are watching videos.
Answer:
Comedy or humorous videos = 50%-1st
Educational videos= 38%-2nd
“Comedy and educational videos continue to be
at or near the top of the list of most widely
viewed types of online video, now joined by
how-to and music videos”
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What tools are we using to
create / share / exchange?
http://www.pewinternet.org/2013/
06/05/smartphone-ownership-
2013/)
• 91% of Americans own a
phone
• Over half are smart
phones
• 86% worldwide
• Almost 2/3 use cell phones for
internet usage.
• Many do not have internet
access at home!
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How are we sharing?
Survey targeted at Medical Physicists capturing their thoughts on
- The use of traditional lists/email groups and user forums;
- Their use of Social Media for
- Educational, research, clinical and/or professional matters
- Shared with medphys listserv, Twitter, and email
N = 137
Europe - 16
Africa - 1
South America - 3
Australiasia - 4
North America - 82
Canada - 15
United States ~ 67
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How are we learning?
Q: If you subscribe to these forums, discussion lists, mail lists,
do you actively participate in them?
Yes, most of them 12%
Yes, but only some of them 53%
No, not any of them 34%
17. Social Media in Science and Medicine – #wc2015yyz 17 of 43
Our knowledge of Social
Media?
Q: How would you describe your
knowledge of Social Media?
Know a lot 26%
Know a moderate amount 46%
Know a little bit 26%
Know nothing 2%
18. Social Media in Science and Medicine – #wc2015yyz 18 of 43
Summary of Survey Results
• We know a fair bit about Social Media
• Many are reluctant to engage in dialogue
– Fear of ‘asking a stupid question’
– Privacy concerns
– People don’t feel they have true peer-to-peer
communication
• See complete survey results here:
https://www.surveymonkey.com/results/SM-872G62S7/
19. Social Media in Science and Medicine – #wc2015yyz 19 of 43
Road Map
What “Social
Media”
How do
WE Learn?
What are we
learning?
Why
“Social Media”
How “Social
Media”
Closing
Remarks
20. Social Media in Science and Medicine – #wc2015yyz 20 of 43
What are we learning?
http://www.slideshare.net/bradfrostweb/death-to-bullshit
“Every day, we create 2.5 quintillion bytes of data — so much that 90% of
the data in the world today has been created in the last two years alone.”
(http://www-03.ibm.com/software/products/en/category/bigdata)
21. Social Media in Science and Medicine – #wc2015yyz 21 of 43
What are we learning?
22. Social Media in Science and Medicine – #wc2015yyz 22 of 43
Road Map
What “Social
Media”
How do
WE Learn?
What are we
learning?
Why
“Social Media”
How “Social
Media”
Closing
Remarks
23. Social Media in Science and Medicine – #wc2015yyz 23 of 43
Social Media and Medical Sciences
What? We invented the internet.
The Basics of Social Media for scientists and engineers
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3635859/
Why? Because it can influence your professional life
Because it counts
Because, surprisingly, you can control it
How? Get over it
Establish a presence
Aggregate/filter/simplify
Engage
24. Social Media in Science and Medicine – #wc2015yyz 24 of 43
• Breakthroughs / insight that alter perspectives/ assumptions are
unpredictable and depend on unexpected events and encounters
Why? Research Impact
Engagement is a stick that stirs the research pot!
25. Social Media in Science and Medicine – #wc2015yyz 25 of 43
There is a lot of great content and tools out there
Information sharing via educational groups / websites
– www.researchgate.net … articles
– www.slideshare.net … presentations
– www.academia.net … researchers
Blogging / Microblogging
- @googlefacts @clevelandclinic @HHSGov @MayoClinic, etc
- @iupesm, @medphysca, @iomp
- Storify
Why? Research & Education Impact
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Why? Clinical & Professional Impact
https://www.patientslikeme.com
#wc2015yyz
27. Social Media in Science and Medicine – #wc2015yyz 27 of 43
Find
Filter
Aggregate
Digest
Archive
Why? Because you can control it
Readability
Bookmarks
Evernote
Hootsuite Tweetdeck
Feedly GoogleCurrents
Flipboard
Zotero
Papers
DevonThinkPro
28. Social Media in Science and Medicine – #wc2015yyz 28 of 43
Why? Because it counts
http://vpfaa.indiana.edu/docs/promotion_tenure_reappointment/pt-revised-review-guidelines.pdf
“UCAPT welcomes innovative approaches to scholarship and strives to
evaluate digital scholarship through evidence of contribution, impact,
peer review, and creativity.”
http://policy.usc.edu/files/2014/02/appointments_promotion_tenure.pdf
29. Social Media in Science and Medicine – #wc2015yyz 29 of 43
Why? Because it counts
“37% of employers use social networks to screen potential job candidates”
“ …managers aren’t just screening your social media profiles to dig up dirt;
they’re also looking for information that could possibly give you an advantage.”
http://www.forbes.com/sites/jacquelynsmith/2013/04/16/how-social-media-can-help-or-
hurt-your-job-search/
30. Social Media in Science and Medicine – #wc2015yyz 30 of 43
Why? Because it counts
https://twitter.com/medicalphysics/status/608003445681963008?refsrc=email&s=11
31. Social Media in Science and Medicine – #wc2015yyz 31 of 43
Besides, what is the end game?
“The good news is you’ve published your manuscript! The bad news? With two million
other new research articles likely to be published this year, you face steep competition
for readers, downloads, citations and media attention — even if only 10% of those two
million papers are in your discipline. …
If the end game is impact, the way there is engagement.”
http://blogs.plos.org/plos/2015/03/get-paper-noticed-join-current-scientific-
conversation/
http://melissaterras.blogspot.ca/2011/11/what-happens-when-you-tweet-open-access.html
32. Social Media in Science and Medicine – #wc2015yyz 32 of 43
Road Map
What “Social
Media”
How do
WE Learn?
What are we
learning?
Why
“Social Media”
How “Social
Media”
Closing
Remarks
33. Social Media in Science and Medicine – #wc2015yyz 33 of 43
OK! Fine. Lets do this… but
Get over it It’s okay! Don’t worry!
Can I do it? 31 privacy legislations in Canada (2 in BC
alone, 1 for my institution/employer, 1 for my
university)
What are the
Pitfalls to Avoid?
Do it safely
Do it smart
Engage
What Tools Do I
Need?
Find the content first (let that determine your
channels/streams)
Filter-Aggregate Digest Archive
34. Social Media in Science and Medicine – #wc2015yyz 34 of 43
Pitfalls…
Text$=“Hello World!”
PRINT Text$
END
PRIVACY = 1
DECLARE SUB PostOnline (PRIVACY)
DO
INPUT ”Do you want to post something online? ", Post$
CALL PostOnline(PRIVACY)
LOOP WHILE Post$ = "Y”
SUB PostOnline(PRIVACY)
Text$ = “Hello World!”
PRINT Text$
PRIVACY = 0
END SUB
35. Social Media in Science and Medicine – #wc2015yyz 35 of 43
Create & Manage Your Social
Media Accounts
“Personal?” “Professional?”
36. Social Media in Science and Medicine – #wc2015yyz 36 of 43
Get the Content
Start with your professional societies, journals,
research institutes, etc
Search for experts, colleagues, students
- Look within their networks (ex: Lists)
Perform topical searches of things that interest you
- Include websites of interest
37. Social Media in Science and Medicine – #wc2015yyz 37 of 43
Aggregate and Digest!
38. Social Media in Science and Medicine – #wc2015yyz 38 of 43
Create! Share! Exchange!
• Share links
• Engage by
– Ask and and answer questions
– Add perspective, critique, or offer insight
– Tweet your work
• Support and encourage
– Retweet/Favorite/Comment
• Hashtags! #medradjclub #hcsmca #bcsm
– http://www.symplur.com/healthcare-hashtags/tweet-chats
39. Social Media in Science and Medicine – #wc2015yyz 39 of 43
https://hawksey.info/tagsexplorer/?key=1BSufgSndfm92sk-
vH4Qlg5VacqwbqPyJkwxkK6WrawM&sheet=Archive
Why not start now? #wc2015yyz
40. Social Media in Science and Medicine – #wc2015yyz 40 of 43
Road Map
What “Social
Media”
How do
WE Learn?
What are we
learning?
Why
“Social Media”
How “Social
Media”
Closing
Remarks
41. Social Media in Science and Medicine – #wc2015yyz 41 of 43
Closing thoughts
• Authenticity is irreplaceable
• Stay in control / regulate
• Foster a healthy community
• Engagement is worth the effort
42. Social Media in Science and Medicine – #wc2015yyz 42 of 43
And a final word for the pessimists…
Climate change due to human activity
50%(scientists) vs 87% (general public)
Childhood vaccines (MMR) should be required
68% (scientists) vs 86% (general public)
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Thank you
Thx!
@medicalphysics
@subatomicdoc
@kimnayyer @psbasran
http://www.slideshare.net/pbasran/
44. Social Media in Science and Medicine – #wc2015yyz 44 of 43
Engagement
Learner - Instructor
- Personal
- Remote web-based, phone, etc.
- Skype, Google Hangouts, text messaging, MOOCs
Learner - Content
- Primary (journals) and secondary (books) sources
- Internet resources (blogs, wikis, govdocs, etc)
- YouTube, Twitter, ResearchGate, GoogleScholar
Learner – Learner
- Peer-to-peer dialogue
- Internet resources (lists/mail services, forums, etc).
- Direct Messaging (Twitter/WhatsApp),
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http://blogs.plos.org/plos/2015/03/get-paper-noticed-join-current-scientific-
conversation/
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Adds
Adds
Adds
Promo
Why? Because you can control it
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2. Social Media and the Medical Sciences
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How are we sharing?
Q: If you subscribe to forums, discussion lists, mail lists, do
you find information contained therein relevant in your
educational, research, clinical and/or professional activities?
Most forums/lists have postings that are relevant 59%
Some forums/lists have some postings that are relevant 39%
Few forums/lists and few postings are relevant 9%
I don't subscribe to forums/lists 1%
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Our knowledge of Social
Media?Q: Do you subscribe to any of these platforms/channels?
Yes No, but
interested
No, and not
interested
Facebook 68% 3% 29%
LinkedIn 69% 9% 22%
Twitter 40% 13% 47%
Google+ 46% 11% 43%
Reddit 11% 19% 70%
ResearchGate 22% 25% 53%
Instagram 14% 10% 76%
Pintrest 18% 10% 72%
Other
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What is Social Media
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Abstract
Key learning objectives of this presentation:
- Define Social Media
- Explore how we learn, share and engage with each
other
- Provide some arguments WHY your engagement with
Social Media can help your professional life
- Provide some suggestions on HOW you might do
this, effectively and safely.