The document discusses Twitter and its uses for medical education. It provides examples of medical schools, hospitals, organizations and journals using Twitter. It describes how Twitter can be used to make announcements, help students study, gather and share resources, promote activities, and network. Faculty and students can use Twitter to collaborate, take polls, share resources and pictures, and brainstorm. Tools like TweetDeck and Seesmic can make using Twitter easier.
Social Media in Medicine: A Podium Without BoundariesAli Bonar
The document discusses the rise of social media use in medicine and its various applications. It outlines 4 main uses:
1) Personal use - which physicians must be careful with due to privacy and professionalism concerns.
2) Networking - Social media allows physicians to connect professionally on sites like Doximity and LinkedIn.
3) Education - Sites like QuantiaMD and podcasts disseminate medical knowledge and some residencies use social media for teaching.
4) Public health - The public uses social media to research health issues and physicians can use it to communicate with patients and recruit for clinical trials.
When used appropriately, social media opens up opportunities for physicians, but they must understand privacy and
Social Media in Medical Education: Embracing a New MediumRyan Madanick
This talk was given at the University of North Carolina School of Medicine on October 27, 2011, as part of the UNC Academy of Educators Lecture Series.
#uncaoe
The speaker has no disclosures to make. The presentation will illustrate current uses of health apps, demonstrate critical appraisal of apps, and analyze benefits and legal issues related to health apps. It will provide an overview of topics like social media usage, appropriate professional uses of social media, risks of social media use, and examples of popular health apps. The presentation concludes with a discussion of cautions and policies around social media use in healthcare.
You Are What You Tweet - Physicians, Professionalism, and Social MediaDavid Marcus
A brief intro to social media and discussion on the way that GME educators should approach SoMe. Delivered at the Lenox Hill Hospital GME Sub-Committee Retreat on March 31st, 2016.
LinkedIn and Doximity: What You Need to KnowAli Bonar
This document provides an overview and comparison of LinkedIn and Doximity. It describes LinkedIn as a large professional social network for presenting work experience and connections, while Doximity is dubbed the "LinkedIn for doctors" with over 70% of US physicians registered. The document outlines key strengths of each platform, such as LinkedIn's large user base and groups, and Doximity's searchable physician directory, HIPAA-compliant messaging, and CME tools tailored for medical professionals. Potential weaknesses discussed include LinkedIn's emphasis on premium services and Doximity primarily serving medical practitioners.
The medical center opened access to social media sites like Facebook in 2011. Patients and providers have increasingly used these sites to communicate about patient progress and stay connected. However, using these sites also raises privacy and professionalism concerns. The medical center monitors social media and provides guidance to ensure employee social media use follows HIPAA, maintains patient privacy, and upholds professional standards of behavior.
The document discusses Twitter and its uses for medical education. It provides examples of medical schools, hospitals, organizations and journals using Twitter. It describes how Twitter can be used to make announcements, help students study, gather and share resources, promote activities, and network. Faculty and students can use Twitter to collaborate, take polls, share resources and pictures, and brainstorm. Tools like TweetDeck and Seesmic can make using Twitter easier.
Social Media in Medicine: A Podium Without BoundariesAli Bonar
The document discusses the rise of social media use in medicine and its various applications. It outlines 4 main uses:
1) Personal use - which physicians must be careful with due to privacy and professionalism concerns.
2) Networking - Social media allows physicians to connect professionally on sites like Doximity and LinkedIn.
3) Education - Sites like QuantiaMD and podcasts disseminate medical knowledge and some residencies use social media for teaching.
4) Public health - The public uses social media to research health issues and physicians can use it to communicate with patients and recruit for clinical trials.
When used appropriately, social media opens up opportunities for physicians, but they must understand privacy and
Social Media in Medical Education: Embracing a New MediumRyan Madanick
This talk was given at the University of North Carolina School of Medicine on October 27, 2011, as part of the UNC Academy of Educators Lecture Series.
#uncaoe
The speaker has no disclosures to make. The presentation will illustrate current uses of health apps, demonstrate critical appraisal of apps, and analyze benefits and legal issues related to health apps. It will provide an overview of topics like social media usage, appropriate professional uses of social media, risks of social media use, and examples of popular health apps. The presentation concludes with a discussion of cautions and policies around social media use in healthcare.
You Are What You Tweet - Physicians, Professionalism, and Social MediaDavid Marcus
A brief intro to social media and discussion on the way that GME educators should approach SoMe. Delivered at the Lenox Hill Hospital GME Sub-Committee Retreat on March 31st, 2016.
LinkedIn and Doximity: What You Need to KnowAli Bonar
This document provides an overview and comparison of LinkedIn and Doximity. It describes LinkedIn as a large professional social network for presenting work experience and connections, while Doximity is dubbed the "LinkedIn for doctors" with over 70% of US physicians registered. The document outlines key strengths of each platform, such as LinkedIn's large user base and groups, and Doximity's searchable physician directory, HIPAA-compliant messaging, and CME tools tailored for medical professionals. Potential weaknesses discussed include LinkedIn's emphasis on premium services and Doximity primarily serving medical practitioners.
The medical center opened access to social media sites like Facebook in 2011. Patients and providers have increasingly used these sites to communicate about patient progress and stay connected. However, using these sites also raises privacy and professionalism concerns. The medical center monitors social media and provides guidance to ensure employee social media use follows HIPAA, maintains patient privacy, and upholds professional standards of behavior.
The document discusses developing a strategic social media marketing plan for healthcare organizations. It recommends a 12-step process: 1) participate in social media; 2) assess organizational culture; 3) define audiences and stakeholders; 4) set objectives and goals; 5) determine desired outcomes; 6) select appropriate channels; 7) integrate with other marketing; 8) allocate resources; 9) measure metrics; 10) monitor conversations; 11) establish policies; 12) repurpose content. It provides examples of using social media for brand advocacy, crisis communication, and engaging patients. Key is to start participation, have a plan, and repurpose content across multiple channels.
This document provides information on using social media for medical education. It discusses:
- Definitions of social media and its uses in medical education research and teaching.
- How to establish an online presence through profiles on sites like LinkedIn and maintain a professional online identity.
- Specific social media platforms like Twitter, blogs, and academic networking sites and how to use them for networking, research, and teaching.
- Tips for developing a social media strategy and engaging appropriately online while maintaining digital professionalism.
LinkedIn as Continuing Professional Development Tools for Medical Doctors.(A...Ghassan Shahrour
LinkedIn as Continuing Professional
Development Tools for Medical Doctors.
(A case of ENT doctors)
(Introduction)
Ghassan Shahrour, MD.
Triangle Health Professional Development Network, NC, USA
trianglehpdn@gmail.com
Healthcare and Social Media: An overview of how leading healthcare brands are using social media.
Marketers in regulated industries are finding it challenging to leverage the full power of social media and are awaiting guidance on Internet and social media from the FDA. This report is an overview to demonstrate how leading healthcare brands are using social media marketing today.
this presentation is helpful for all health professionals who are providing care. it show how to use and where to use social media. and what are the advantage and dis advantage of use of social media.
This document discusses the use of social media in urology. It provides statistics on internet and social media usage. It then outlines the benefits of social media for professional networking, education and research. Guidelines are presented from the NYP social media policy and AUA on ethics, privacy and professionalism. Popular social media platforms like Twitter are introduced, highlighting hashtag channels for urology like #UROJC and conferences like #AUA17. The conclusion emphasizes that social media can be valuable when used appropriately and outlines Twitter as an efficient tool for staying updated in the field.
How to Create a Professional Social Media ImageMakala Arce
This document provides guidance on creating a professional social media presence. It discusses various social media platforms like Facebook, Twitter, LinkedIn and YouTube. For each platform, it outlines best practices such as using a professional headshot, crafting your bio carefully, and balancing broadcasting information with engagement. The document also discusses privacy settings and cautions about being careful of specific location check-ins. Overall, the key message is that social media is inevitable, so professionals should create an online presence and manage their reputation by following industry best practices.
Professional use of social media by medical students - 2016Pat Rich
The document discusses the potential uses of social media in medical education. It begins with introducing the speaker and objectives of discussing social media tools like Facebook, Twitter and LinkedIn in medical education. It then discusses some case studies of how social media was used at medical conferences and in medical discussions. The document outlines challenges of using social media like impact on patients, liability and privacy issues. It discusses the changing views of medical students and educators on social media and provides suggestions for appropriate social media use in medical school like having separate accounts for classmates and professional networking.
The document discusses the value and various uses of social media in healthcare, including engaging patients and networking. It addresses whether organizations should block or allow social media and the risks associated with each approach. The document provides guidance on developing social media policies, hosting social media internally, using social media in IT, monitoring social media discussions, and driving innovation through social media.
This document provides an overview of social media best practices and guidelines for using various social media platforms. It discusses using Facebook, Twitter, LinkedIn and other tools for networking, promotion and information sharing. Key recommendations include engaging audiences, encouraging user-generated content, being timely with updates, using multiple platforms, and establishing general usage guidelines. Examples are given of how various University of Washington departments and programs currently utilize different social media.
Social Media for Healthcare OrganizationsErica Ayotte
Overview of opportunities, strategies, and tactics for social marketing within healthcare settings. Learn how to create a strategy framework, data and strategy points to use with the C-suite, and tactics for Facebook, Twitter, LinkedIn, Google+, Pinterest, Instagram, and YouTube.
The document discusses social media in healthcare. It defines social media and outlines its impact on patient care. Examples of popular social media platforms like Facebook, Twitter, LinkedIn and YouTube are provided. The document explores how social media empowers patients through online communities, health information and custom tools. It also examines appropriate social media use for healthcare professionals both during and outside of work. Guidelines for social media policies and maintaining professionalism online are presented.
The Impact of Social Media in Physician Continuing Medical Educationyan_stanford
Social media can impact formal medical education by allowing physicians to learn from experts and peers online. Closed social networks allow anonymous discussion of specific patients and admittance of mistakes, while open networks risk this information becoming public. Sites like Sermo and QuantiaMD have thousands of physician members discussing treatment challenges, controversies, and new areas needing education. Social media also allows ongoing, longitudinal learning outside of traditional CME formats.
This document discusses the use of social media in medical education. It begins by defining social media as platforms for connection, conversation and collaboration. It then notes that the majority of medical students and faculty use social media platforms like YouTube, Facebook and Twitter. It provides examples of how different social media platforms can be used in medical education, such as Twitter being used to share resources and announcements, and Facebook being used to connect with medical groups and pages. It also highlights specific uses of social media in specialties like radiology, pediatrics and surgery, such as video sharing sites showing medical procedures and presentation sharing sites to access lectures. The document emphasizes that while social media should be used carefully and not become addictive, it can serve as
May 2010 presentation on hospitals and social mediaEd Bennett
U.S. hospitals are increasingly using social media to engage with patients and the community. The presentation discusses how the University of Maryland Medical Center (UMMC) uses social platforms like YouTube, Facebook, Twitter, and blogs. UMMC saw rapid growth on these channels, with videos receiving thousands of daily views and the Facebook page gaining over 4,000 fans. Examples from other organizations demonstrated how social media can be used for education, outreach, service recovery and crisis communications. The presenter concludes that social media use will continue growing as patients expect health organizations to engage with them online.
This document discusses the use of social media in nursing education. It defines social media and media, noting that social media involves online sharing of information, communication through video, words and pictures. The document outlines advantages like innovative sharing of ideas and connection, and disadvantages like information overload. It recommends using social media in nursing education to share information, advertise events, and connect with the community. A proposed social media plan targets students, prospective students, faculty and clinical sites with objectives like creating awareness and engagement to enhance learning and admissions. Evaluation of effectiveness is also recommended.
This document discusses the use of social media in hematology, oncology, and bone marrow transplantation. It begins with an introduction and outline. Some key points include:
1. Social media allows for rapid communication with patients, colleagues, and the public. It can increase education networks and enable crowdsourcing.
2. Hashtags like #CTO (Cancer Tag Ontology), #OTO (Oncology Tag Ontology), and disease-specific hashtags like #MPNSM and #MMSMe (Multiple Myeloma Social Media) are used to facilitate online discussions around cancer care.
3. Social media platforms like Twitter are being used to engage patient communities around diseases like multiple myeloma and myel
This document discusses social networking and medicine. It begins with a warning that social media is disruptive technology. It then lists objectives for the session such as defining social media, listing ways patients and clinicians use social media, and identifying guidelines for physician use of social media. The document discusses major social media sites and how physicians can use them to connect with patients and other doctors. It also addresses managing your online reputation as a physician and providing strategies for appropriate social media use.
This document discusses the potential benefits of physicians using social media and engaging patients. It outlines how social media can enhance patient engagement, be used in medical education, and provide a return on investment. Some key points include:
- Social media allows bidirectional communication between patients, doctors, and other stakeholders.
- It can help empower patients and move towards a health 2.0 model with more engaged patients.
- Physicians should consider using social media to engage with patients, enhance their expertise, and stay relevant in an increasingly digital world.
- There are opportunities to use social media in medical education and for collaborations, but privacy and professionalism must be considered.
The document discusses developing a strategic social media marketing plan for healthcare organizations. It recommends a 12-step process: 1) participate in social media; 2) assess organizational culture; 3) define audiences and stakeholders; 4) set objectives and goals; 5) determine desired outcomes; 6) select appropriate channels; 7) integrate with other marketing; 8) allocate resources; 9) measure metrics; 10) monitor conversations; 11) establish policies; 12) repurpose content. It provides examples of using social media for brand advocacy, crisis communication, and engaging patients. Key is to start participation, have a plan, and repurpose content across multiple channels.
This document provides information on using social media for medical education. It discusses:
- Definitions of social media and its uses in medical education research and teaching.
- How to establish an online presence through profiles on sites like LinkedIn and maintain a professional online identity.
- Specific social media platforms like Twitter, blogs, and academic networking sites and how to use them for networking, research, and teaching.
- Tips for developing a social media strategy and engaging appropriately online while maintaining digital professionalism.
LinkedIn as Continuing Professional Development Tools for Medical Doctors.(A...Ghassan Shahrour
LinkedIn as Continuing Professional
Development Tools for Medical Doctors.
(A case of ENT doctors)
(Introduction)
Ghassan Shahrour, MD.
Triangle Health Professional Development Network, NC, USA
trianglehpdn@gmail.com
Healthcare and Social Media: An overview of how leading healthcare brands are using social media.
Marketers in regulated industries are finding it challenging to leverage the full power of social media and are awaiting guidance on Internet and social media from the FDA. This report is an overview to demonstrate how leading healthcare brands are using social media marketing today.
this presentation is helpful for all health professionals who are providing care. it show how to use and where to use social media. and what are the advantage and dis advantage of use of social media.
This document discusses the use of social media in urology. It provides statistics on internet and social media usage. It then outlines the benefits of social media for professional networking, education and research. Guidelines are presented from the NYP social media policy and AUA on ethics, privacy and professionalism. Popular social media platforms like Twitter are introduced, highlighting hashtag channels for urology like #UROJC and conferences like #AUA17. The conclusion emphasizes that social media can be valuable when used appropriately and outlines Twitter as an efficient tool for staying updated in the field.
How to Create a Professional Social Media ImageMakala Arce
This document provides guidance on creating a professional social media presence. It discusses various social media platforms like Facebook, Twitter, LinkedIn and YouTube. For each platform, it outlines best practices such as using a professional headshot, crafting your bio carefully, and balancing broadcasting information with engagement. The document also discusses privacy settings and cautions about being careful of specific location check-ins. Overall, the key message is that social media is inevitable, so professionals should create an online presence and manage their reputation by following industry best practices.
Professional use of social media by medical students - 2016Pat Rich
The document discusses the potential uses of social media in medical education. It begins with introducing the speaker and objectives of discussing social media tools like Facebook, Twitter and LinkedIn in medical education. It then discusses some case studies of how social media was used at medical conferences and in medical discussions. The document outlines challenges of using social media like impact on patients, liability and privacy issues. It discusses the changing views of medical students and educators on social media and provides suggestions for appropriate social media use in medical school like having separate accounts for classmates and professional networking.
The document discusses the value and various uses of social media in healthcare, including engaging patients and networking. It addresses whether organizations should block or allow social media and the risks associated with each approach. The document provides guidance on developing social media policies, hosting social media internally, using social media in IT, monitoring social media discussions, and driving innovation through social media.
This document provides an overview of social media best practices and guidelines for using various social media platforms. It discusses using Facebook, Twitter, LinkedIn and other tools for networking, promotion and information sharing. Key recommendations include engaging audiences, encouraging user-generated content, being timely with updates, using multiple platforms, and establishing general usage guidelines. Examples are given of how various University of Washington departments and programs currently utilize different social media.
Social Media for Healthcare OrganizationsErica Ayotte
Overview of opportunities, strategies, and tactics for social marketing within healthcare settings. Learn how to create a strategy framework, data and strategy points to use with the C-suite, and tactics for Facebook, Twitter, LinkedIn, Google+, Pinterest, Instagram, and YouTube.
The document discusses social media in healthcare. It defines social media and outlines its impact on patient care. Examples of popular social media platforms like Facebook, Twitter, LinkedIn and YouTube are provided. The document explores how social media empowers patients through online communities, health information and custom tools. It also examines appropriate social media use for healthcare professionals both during and outside of work. Guidelines for social media policies and maintaining professionalism online are presented.
The Impact of Social Media in Physician Continuing Medical Educationyan_stanford
Social media can impact formal medical education by allowing physicians to learn from experts and peers online. Closed social networks allow anonymous discussion of specific patients and admittance of mistakes, while open networks risk this information becoming public. Sites like Sermo and QuantiaMD have thousands of physician members discussing treatment challenges, controversies, and new areas needing education. Social media also allows ongoing, longitudinal learning outside of traditional CME formats.
This document discusses the use of social media in medical education. It begins by defining social media as platforms for connection, conversation and collaboration. It then notes that the majority of medical students and faculty use social media platforms like YouTube, Facebook and Twitter. It provides examples of how different social media platforms can be used in medical education, such as Twitter being used to share resources and announcements, and Facebook being used to connect with medical groups and pages. It also highlights specific uses of social media in specialties like radiology, pediatrics and surgery, such as video sharing sites showing medical procedures and presentation sharing sites to access lectures. The document emphasizes that while social media should be used carefully and not become addictive, it can serve as
May 2010 presentation on hospitals and social mediaEd Bennett
U.S. hospitals are increasingly using social media to engage with patients and the community. The presentation discusses how the University of Maryland Medical Center (UMMC) uses social platforms like YouTube, Facebook, Twitter, and blogs. UMMC saw rapid growth on these channels, with videos receiving thousands of daily views and the Facebook page gaining over 4,000 fans. Examples from other organizations demonstrated how social media can be used for education, outreach, service recovery and crisis communications. The presenter concludes that social media use will continue growing as patients expect health organizations to engage with them online.
This document discusses the use of social media in nursing education. It defines social media and media, noting that social media involves online sharing of information, communication through video, words and pictures. The document outlines advantages like innovative sharing of ideas and connection, and disadvantages like information overload. It recommends using social media in nursing education to share information, advertise events, and connect with the community. A proposed social media plan targets students, prospective students, faculty and clinical sites with objectives like creating awareness and engagement to enhance learning and admissions. Evaluation of effectiveness is also recommended.
This document discusses the use of social media in hematology, oncology, and bone marrow transplantation. It begins with an introduction and outline. Some key points include:
1. Social media allows for rapid communication with patients, colleagues, and the public. It can increase education networks and enable crowdsourcing.
2. Hashtags like #CTO (Cancer Tag Ontology), #OTO (Oncology Tag Ontology), and disease-specific hashtags like #MPNSM and #MMSMe (Multiple Myeloma Social Media) are used to facilitate online discussions around cancer care.
3. Social media platforms like Twitter are being used to engage patient communities around diseases like multiple myeloma and myel
This document discusses social networking and medicine. It begins with a warning that social media is disruptive technology. It then lists objectives for the session such as defining social media, listing ways patients and clinicians use social media, and identifying guidelines for physician use of social media. The document discusses major social media sites and how physicians can use them to connect with patients and other doctors. It also addresses managing your online reputation as a physician and providing strategies for appropriate social media use.
This document discusses the potential benefits of physicians using social media and engaging patients. It outlines how social media can enhance patient engagement, be used in medical education, and provide a return on investment. Some key points include:
- Social media allows bidirectional communication between patients, doctors, and other stakeholders.
- It can help empower patients and move towards a health 2.0 model with more engaged patients.
- Physicians should consider using social media to engage with patients, enhance their expertise, and stay relevant in an increasingly digital world.
- There are opportunities to use social media in medical education and for collaborations, but privacy and professionalism must be considered.
The Use Of Social Media In Medical EducationJulie Hewett
The document discusses the use of social media in medical education. It defines social media and provides examples like Facebook, Twitter, LinkedIn, Ning and Google Wave. It describes how these tools can be used for communication, sharing information, collaborating and connecting. The document outlines how these platforms are being used by medical schools, libraries, organizations and individuals for announcements, helping students study, gathering and sharing resources and networking. It also discusses potential issues like ethical considerations and preparing students for proper social media use.
Presentation given on June 8, 2010 at the GAME Conference in Montreal covering the evolving role of Social Media and Networking in Continuing Medical Education and Continuing Physician Professional Development
This document discusses the rise of social media and how it can impact healthcare and medical education. It defines key terms like e-patients, Health 1.0/2.0, and outlines popular social media platforms. The document envisions how social media could enhance patient engagement, education, and communication between providers and patients. It also cautions that privacy and professionalism must be considered when using social media.
College Health 2.0: Utilizing Social Media and Interactive Technology to Enha...vaughn7
The document discusses using social media and interactive technology to enhance the delivery of health and wellness information to college students. It provides justification for this approach, describes various technologies like blogs, social networking sites and podcasting, and potential applications. It also covers guidelines to consider, benefits and barriers, and answers questions.
Presentation describes rapid prototyping of the <a href="http://www.dent.umich.edu/faceit/">Let's Face It</a> consumer health web site for persons with facial difference, including design, accessibility, communication, development, and lessons learned.
As more institutions are allowing social media application use, medical libraries should investigate whether they should use Facebook and Twitter in the outreach efforts.
Presented at the October 2009 Midwest MLA Conference In Columbus, OH.
This document discusses how hospitals can use social media. It outlines several ways social media can benefit hospitals, including for customer service, innovation, patient/employee education, public relations, crisis communications, recruitment, and thought leadership. It emphasizes the importance of listening to customers on social media and responding to their needs and concerns. It also discusses the need for hospitals to have social media policies to guide appropriate employee use of social media both personally and professionally.
Social media and the Oncology Nurses CareerDee Chaudhary
How to utilize social media to reach colleagues, gain professional information and skill, and make oneself visible to future employers.
Presented at the Fall 2014 Red River Valley Oncology Nursing Society Symposium.
The document discusses social media use at Ohio State University Medical Center (OSUMC). It provides an overview of OSUMC's departments and facilities. It then discusses using social media to build relationships, listen to audiences, and influence medicine. OSUMC uses platforms like blogs, Facebook, YouTube, and custom sites to engage audiences and tell stories. The goal is to deliver more personalized healthcare using predictive, preventive, personalized and participatory approaches.
The document summarizes a workshop on using social networking tools like Facebook and Ning for public health purposes. It provides an agenda for presentations on using Facebook and Ning as platforms for public health, including speaker contact information and Twitter hashtags. It then gives overviews of how Facebook and Ning can be used, providing examples of specific health communities on each platform and tips for managing social networking sites for public health.
Social Media The Evolving Patient Physician Connection FinalStephanie Cannon
Getting physicians to recognize, and embrace, the shift to social media may not be easy. Examine proven examples of how social media can be used to strengthen patient and physician interactions, the value of different outlets, and tactics for obtaining buy-in from physicians and other staff.
Stephanie Cannon
Director, Web Communications & eBusiness
Nationwide Children’s Hospital (Columbus, OH)
Elizabeth Scott
President & Principal Consultant
Raven New Media & Marketing, LLC
How does social media fit into the ethical, legal and professional boundaries of oncology nursing? What are concerns and opportunities that an oncology nurse must be aware of when interacting with colleagues, patients and professional social media sites?
At the end of this activity, the learner will be able to:
State the ethical, legal and social justice elements of social media.
Describe how to integrate social media into the practice of oncology nursing.
Develop tools and skills to apply social media to the oncology nurses’ professional and personal daily activities.
Presented in February of 2014 to ONS Chapter meetings.
#SoMe for Surgeons: Opportunity & Peril - 2018 - St. Agnes Grand Rounds - finalNiraj Gusani
This document discusses the opportunities and risks of physicians using social media professionally. It begins by defining social media and providing statistics on its growth and medical professionals' use of platforms like Twitter. The document then explores how physicians, medical institutions, and patients currently use social media for accessing new information, education, collaboration, and more. It also outlines some of the key risks around privacy, professionalism, and information credibility. Overall, the document advocates for physicians to leverage social media wisely while following guidelines to address risks and opportunities it provides for medical knowledge sharing and community building.
Similar to Tooling up your advising (neaahp 2011) (20)
HPSA Becoming a Student Doctor (Virtual)Emil Chuck
I built a curated resource to build a "bootcamp" course for students aspiring to become health professionals like doctors, dentists, pharmacists, veterinarians, and optometrists. This virtual poster was presented for the Academy for Professionalism in Health Care in 2022. After it was launched, around 100 students have accessed it through the Health Professional Student Association and Student Doctor Network. We are looking for opportunities to partner with other organizations to build leadership skills for future healthcare providers, especially given the challenges for the next decade.
GMU Preapplication and Competencies (NEAAHP 2011)Emil Chuck
Preparing prehealth advisees to be able to articulate their preprofessional characteristics is critical to holistic evaluation. PRELIMINARY VERSION ONLY.
The document is a presentation on science, medicine, and the Muslim faith given on October 20, 2010 at George Mason University. It discusses several prominent Muslim physicians from history who made major contributions to the fields of medicine, optics, and pharmacy. It also includes polls asking about Islamic views on issues like suicide, abortion, autopsies, and contraception. The presentation covers Islamic physicians during the golden age of Islamic science and their influential medical texts.
The Competency Manifesto (Prehealth Convocation 2010): AUDIO EMBEDDEDEmil Chuck
This document provides information about a prehealth convocation event at George Mason University. It begins with the event details, including a resource fair at 5pm and student organization introductions at 7:30pm, followed by a convocation address. The rest of the document discusses various topics related to becoming a physician, including the usual requirements for medical school admission, how admissions are viewed by the public and advisors, statistics on GPAs and MCAT scores, developing competencies, and resources available to prehealth students.
"Letters the Easy Way (Technically Speaking)"
June 19, 2010 NAAHP meeting
Download the presentation with a recorded audio track! (In Powerpoint 2007, play this presentation in full-screen mode from the beginning). Advance the slides manually to completely listen to the presentation.
Opinions are solely those of the participants, and all information should be considered "draft".
Copyright 2010. Emil Chuck/George Mason University Health Professions Advising. All rights reserved.
NAAHP 2010 poster on the collaboration between the offices of GMU Health Professions Advising and GMU LGBTQ Resources. For more information about the general Ally Safe Zone program, go to http://lgbtq.gmu.edu/ .
Poster from NAAHP 2010 on the use of some social media tools with GMU health professions advising.
A suggested link related to specific details and minutia of the websites and tools covered on this site: http://webdev.gmu.edu/Social_Media_Guidelines .
NAAHP 2010 poster presentation on self-evaluation, external evaluation, an admissions outcomes validation of the competency-based holistic evaluation rubric implemented for GMU applicants over EY 2009 and EY 2010. All EY2011 data should be considered preliminary.
George Mason University Prehealth TimelinesEmil Chuck
This document outlines timelines for prehealth students at George Mason University over a two year period from freshman to junior year. It includes timelines for orientations, coursework, extracurricular involvement, application preparation including entrance exams, letters of recommendation, interviews, and application submission. Key events and deadlines are listed by month to guide students through the medical school application process.
ADEA 2010 Competency Based Evaluation Of Predental ApplicantsEmil Chuck
New Idea Session on Competency-Based Evaluation of Predental Students from the data-driven evaluation side (predental advising and letters of evaluation).
The document discusses the benefits of undergraduate research experiences. It outlines how research experience benefits the student's education by allowing them to practice problem-solving skills, immerse themselves in a field of study, and build relationships. Research is also beneficial for gaining admission to graduate programs, as it is often a required experience. The document also notes that research helps develop important skills for medical students such as analytical thinking and self-directed learning.
The document provides guidance on networking effectively. It emphasizes the importance of knowing yourself by recognizing your talents, accomplishments, dreams, and curiosities. It also stresses preparing a one-minute "elevator speech" about yourself and building relationships through activities at conferences like networking meals, exhibit halls, and receptions. The document includes examples for attendees to write down information about themselves and their strengths to share with others.
Great Expectations for Great Applications 2009Emil Chuck
Presentation from September 3, 2009, prehealth convocation to advisees. Includes survey data from 2009-2010 Welcome Week Survey, AAMC admissions directors survey 2009, and competency-based evaluations including ETS PPI. (Sorry, the audio is a bit fuzzy: recorder was in my shirt pocket as I was moving around.)
Publishing In The Postdoc Pipeline Rev 010208Emil Chuck
This draft manuscript was never able to be published because the statistics required to pass seemed a bit too daunting, so now I allow it be viewed publicly. This is an analysis I did to see if I can calculate the first-author "publication rate" of postdocs from self-disclosed responses in the 2004 Sigma Xi Postdoctoral Survey. I also looked at variations in the way a publication rate can be viewed based on various demographic and training outcomes.
If you have comments in how I can improve or publicize the results of this document, please let me know.
June 22, 2009, Aspiring Summer Scientist Internship Program presentation. NPA Core Competencies for high school and undergraduate biomedical researchers.
Emil Chuck discusses how advisors can use technology to improve advising efficiency and effectiveness. Some key technologies discussed include cell phones, computers, printers, and presentation tools. Chuck emphasizes matching the right tools to the tasks and using tools that students are already using for communication and feedback. Technologies should save more time than they create frustration and not all helpful tools need to be complicated or flashy.
"The Future Scientist" was a lecture given to participants with the George Mason University Aspiring Scientists Summer Internship Program on June 2008.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Film vocab for eal 3 students: Australia the movie
Tooling up your advising (neaahp 2011)
1. Tooling Up Your Advising Emil Chuck, Ph.D. George Mason University April 1, 2011 Northeast Association of Advisors for the Health Professions Newport, Rhode Island
2. Agenda What tools have my advisees used? Annual Welcome Week Survey 2010-2011 Preapplication 2011 (for EY 2012) Taking advantage of Facebook addiction. GMU Health Professions Advising fan page. QR Codes: The Next Frontier. You know, that weird square “bar code”.
3. Online survey tools Administered through SurveyMonkey (institutional rate). $300/year (Gold-level subscription) Annual “Welcome Week” survey Open between May 15 to May 14 annually. Required to “declare premed” to advising (me). Questionnaire and census for all advisees. Pre-application Open only to declared intended applicants (from WWS) Email (unique link). Open between December 10 and January 15. Required for committee letter process.
4. Advisees’ use of internet Aside from what is covered on the prehealth website and associated resources (iTunes, Facebook, wiki pages), what additional information and support do you seek to achieve your career goals? (n=517)
5. Pre-applicants internet sources Which online resources do you rely upon to get information about health professional careers and the application process? Use a new line for each resource/website. Text analysis of 184 responses (approximate) 81 (44%) Student Doctor Network 81 (44%) GMU Prehealth website 45 (24%) AAMC
6. Sample responses I have relied upon the GMU prehealth website to gain an understanding of all the requirements for the application process at GMU. I also referred to it frequently for the diagnostic reports of George Mason students and the number who have been accepted into health professional programs. I relied on the MasonWikiPrehealth page to access the list of summer enrichment programs in the past, from which I selected to apply to SMDEP. More recently, I have been viewing the list of postbaccalaureate programs that are offered. I visited the Student Doctor Network website regularly to stay informed with the latest articles that are posted. On the forums, I was able to read about experiences that current dental students have as well. I visited predents.com for an overview of the types of students that are being accepted into specific dental schools. I visited each dental school’s website that I intend to apply to for an understanding of each school’s requirements and to gain as much information about the school as possible. I visited the ADEA website, particularly the section for “Current and Future Students”, for links for predental students and the guidelines for applying to dental schools. I mainly use facebook as a lot of organizations have facebook pages now so it makes it quite easy. I subscribe to online feeds through facebook of various medical/health-related professional organizations to stay updated on current issues in healthcare affecting medical professionals. Some organizations I follow on facebook: AAMC, AMCAS, AMA, AMSA, as well as different U.S. medical schools' facebook pages.
8. Online management strategy Main website Online handbook SurveyMonkey: registration and application Data analysis for applicant pool and evaluation Email listserv Immediately important messages Use it more rarely than before. Constant Contact Weekly timed email reminders Blackboard Manage as a virtual “file drawer”, complements paper files iTunesU Audio archive for presentations MasonWiki Updatable information (summer programs, postbacopps, etc.) Facebook Social engagement and advocacy with advisees Twitter Aggregate newsfeeds, form “twibe” with other prehealth/medical education feeds EventBrite Pre-registration website (tickets)
9. Facebook Personal pages Group pages Fan (business) pages http://www.facebook.com/home.php#!/etchuck http://www.facebook.com/home.php#!/home.php?sk=group_123803334353304&ap=1 http://www.facebook.com/pages/George-Mason-University-Prehealth-Advising/122967808748
10. George Mason University Prehealth Advising Students: Stop friending me! Launched April1, 2010 Open to public Students Alumni Faculty Visitors Can “like” affiliated fan pages. Professional schools Application services University allies Other organizations Affiliated fan pages liked NIH AAMC (AMCAS, FIRST, SMDEP alumni, AspiringDocs) PharmCAS ADEA (AADSAS) VMCAS Emory Prehealth Office OldPremeds.org Also, there is a “GMU Undergraduate Research” fan page. Communicate about research opportunities.
11. Facebook is not (and is more than) email. Facebook works best when Fans view interesting information (to like/comment). News articles Information is updated daily. You link multimedia to the site. You share updates from other sites. Send them something useful to look at when they aren’t paying attention in class. Exam break YouTube daily professional school follies videos http://www.youtube.com/user/etchuck#grid/user/6C99E3F1560C5436
12. 2D barcodes: stop typing… Use your cellphones to complement your presentations...
13. QR Codes (2D bar codes) Quick Response Instead of typing in a URL into a smartphone. Readable by QR barcode readers With a program/app, readable on camera-enabled smart phones. For those with apps, try these.
16. Use a QR code to promote yourself/office Business cards Name tags Credit: Chris Suspect, American Society for Microbiology AAAS 2011 Social Media Soiree