Utilization of Twitter by early career women in academic medicine and science: Suggestions for developing a Twitter network
•Download as PPTX, PDF•
1 like•262 views
Date: October 10th, 2018 Speaker: Jaime D. Lewis, MD, Assistant Professor of Surgery at the University of Cincinnati Overview: This webinar will highlight different ways of using Twitter for professional development to obtain the support women in academic medicine and science are otherwise lacking. The social network Twitter will be explored as a supplemental method for navigating the networks of academic medicine. Use cases include (1) access to role models, (2) peer-to-peer interactions, and continuous education, and (3) connections with those entering the pipeline—students, trainees, and menses. Learning objectives: - Describe the social network Twitter as a supplemental method for navigating the networks of academic medicine. - Understand the use of Twitter in order to: - find role models, - develop peer-to-peer interactions, - foster your education, and - connect with those entering the pipeline—students, trainees, and mentees.
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Utilization of Twitter by early career women in academic medicine and science: Suggestions for developing a Twitter network
Similar to Utilization of Twitter by early career women in academic medicine and science: Suggestions for developing a Twitter network (20)
More from SC CTSI at USC and CHLA
More from SC CTSI at USC and CHLA (20)
Recently uploaded
Recently uploaded (20)
Utilization of Twitter by early career women in academic medicine and science: Suggestions for developing a Twitter network
- 1. Digital Scholar Webinar October 10, 2018 Hosted by the Southern California Clinical and Translational Science Institute (SC CTSI) University of Southern California (USC) and Children’s Hospital Los Angeles (CHLA)
- 2. Katja Reuter, PhD, Director of the Digital Scholar Program About Today’s Session
- 3. Today’s Topic Utilization ofTwitter by early career women in academic medicine and science: Suggestions for developing aTwitter network
- 4. Today’s Learning Objectives Describe the social network Twitter as a supplemental method for navigating the networks of academic medicine. Understand the use of Twitter in order to o find role models, o develop peer-to-peer interactions, o foster your education, and o connect with those entering the pipeline— students, trainees, and mentees.
- 5. Jaime D. Lewis Today’s Speaker Jaime D. Lewis, MD Assistant Professor of Surgery University of Cincinnati
- 6. Questions: Please use the Q&A Feature 1. Click on the tab here to access Q&A 2. Ask and post question here 1 2
- 7. Expanding Opportunities for Professional Development: Utilization of Twitter by Early Career Women in Academic Medicine and Science Jaime D. Lewis, MD, FACS Associate Professor of Surgery University of Cincinnati College of Medicine
- 9. @
- 10. “When we're determined to reach an objective, it's the gap between where we are and where we aspire to be that lights a fire under us.” ― Adam M. Grant, Originals: How Non- Conformists Move the World
- 11. Learning Objectives Describe challenges faced by women in academic medicine Describe how participation on Twitter can be used for professional development by providing Access to mentorship and sponsorship Peer support and education Connections to students, trainees, and mentees Discuss the limitations of using Twitter for the above activities
- 12. Some of The Numbers Women >50% of medical school matriculants Steady throughout medical school and residency STEM Women less likely to be hired into any faculty position Women as faculty 1/3 junior faculty Senior faculty and leadership 22.8% full professor 15% permanent chair 16% permanent dean Lautenberger DM, Dandar VM, Raezer CL, Sloane RA. The State of Women in Academic Medicine: The Pipeline and Pathways to Leadership, 2013-2014. 2014. U.S. Medical School Faculty, 2016 – Reports.https://www.aamc.org/data/facultyroster/reports/475478/usmsf16.html.
- 13. The State of Women in Academic Medicine https://members.aamc.org/eweb/upload/The%20State%20of%20Women%20in%20Academic%20Medicine%202013-2014%20FINAL.pdf
- 14. Zhuge. Annals of Surgery. 2011.
- 15. Kaminski, Geisler. Science. 2012
- 16. Is There a Glass Ceiling? Pipeline effect Insufficient numbers of women long enough to have reached senior level positions Analyses do not support Women lack necessary leadership skills Poorly substantiated Women may in fact be better leaders in certain ways Women are less serious and therefore less productive No gender differences in peer-reviewed publications when stratified by rank/track Increasing numbers of women as first and senior authors Frequency of citations as good as/better than men Zhuge. Annals of Surgery. 2011.
- 17. Challenges Blocking the Hammer Compensation/promotion Lower salaries Smaller startup packages Funding gaps Discrimination Sexism/sexual harassment Gender discrimination Speaking opportunities Recognition awards Letters of recommendation Lack of role models/mentors Effects of unconscious and implicit bias on experience Traditional gender roles Work-life integration Shillcutt, Silver. NEJM. 2018. Kaminski, Geisler. Science. 2012. Zhuge. Annals of Surgery. 2011.
- 18. Beyond Bias and Barriers Fulfilling the potential of women in academic science and engineering 1. Women have the ability and drive to succeed in science and engineering 2. Women who are interested in science and engineering careers are lost at every educational transition 3. The problem is not simply the pipeline. In several fields, the pipeline has reached gender parity 4. Women are very likely to face discrimination in every field of science and engineering 5. A substantial body of evidence establishes that most people — men and women — hold implicit biases 6. Evaluation criteria contain arbitrary and subjective components that disadvantage women 7. Academic organizational structures and rules contribute significantly to the underuse of women in academic science and engineering 8. The consequences of not acting will be detrimental to the nation’s competitiveness National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, Beyond Bias and Barriers: Fulfilling the Potential of Women in Science and Engineering (National Academies Press, Washington, DC, 2007)
- 19. “Our conversation about the impact of Twitter on our professional lives led to the conclusion that social media can fill some of the gaps in support that women in academic medicine endure…” Lewis. JMIR Medical Education. 2018.
- 20. Access to Role Models/Mentors/Sponsors
- 22. #ILookLikeASurgeon Hughes. Bulletin of the ACS. 2015.s
- 23. #NYerORCOVERCHALLENGE Antonoff, Stamp. JTCVS. 2017. Pitt. JTCVS. 2017.
- 24. Catch a Rising Star
- 25. Mentorship and Sponsorship Benefits of mentorship More publications Promotions Heightened fulfillment Formal mentorship programs may be limited in reach Space and time Low mentor:mentee ratio Finances Barfield. Academic Medicine. 2016.
- 26. Tweet Chats #BCSM Began in 2011 Meets weekly Patients and providers #WomenInMedicine Meets weekly Multidisciplinary Markham. ASCO University Meeting Library. 2017.
- 27. Networking Meeting attendees Abstracts Scientific breakthroughs Observations May promote membership in organization, meeting attendance Virtual connections with colleagues Foster broader discourse Opportunities for collaboration Friendships “Tweet-ups” Support and online mentorship Markham. ASCO University Meeting Library. 2017. Ferrada. Bulletin of the American College of Surgeons. 2016.
- 29. Teachers and Online Networks Technology advances led to formal virtual communities designed to support teacher development Discussion boards Social networking tools – Facebook, LinkedIn, Twitter Novice teachers …“are able to maintain long-term relationships outside their workplace through technology” Risser. Teaching and Teaching Education. 2013. Barrett. Journal of Research on Technology in Education. 2014
- 32. Journal Clubs Local Short discussion of recently published articles May occur weekly or less frequently International #urojc – International Urology Journal Club, #IGSJC – International General Surgery Journal Club 48-hour discussion, often monthly Multiple countries Different time zones Markham. ASCO University Meeting Library. 2017. Ferrada. Bulletin of the American College of Surgeons. 2016.
- 33. Case based discussion #RadPath #gynpath #TeamHaem Case presented on blog Discussion on Twitter Follow-up blog posts Markham. ASCO University Meeting Library. 2017.
- 34. Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education Foundation for the use of social media in learning and teaching Means to benchmark ‘‘engagement” 1) Encourages student-faculty contact 2) Encourages cooperation among students 3) Encourages active learning 4) Gives prompt feedback 5) Emphasizes time on task 6) Communicates high expectations 7) Respects diverse talents and ways of learning Reed. Research in Learning Technology. 2013.
- 35. Personal Learning Network “System of interpersonal connections and resources” Teacher-driven, global support Decrease isolation and promote independence Informal learning, collaboration, and exchanging knowledge and ideas Two types Information aggregation Social media connections Risser. Teaching and Teaching Education. 2013. Barrett. Journal of Research on Technology in Education. 2014. Trust. Journal of Digital Learning in Teacher Education. 2012.
- 36. Professional Learning Network for a Teacher Trust. Journal of Digital Learning in Teacher Education. 2012.
- 37. Relationships on Twitter and in Traditional Social Networks Communities form around common interests Common topic more likely to predict tie than ethnicity, gender, or geography Shared gender not necessarily predictive of strong ties online Longer and stronger relationships likely to last Networks tend to narrow over time Less useful connections Unproductive relationships Risser. Teaching and Teaching Education. 2013.
- 38. Core clusters and subclusters Sie.Educational Technology & Society. 2013.
- 39. Sie.Educational Technology & Society. 2013.
- 40. Describe some of the best things that you’ve learned/experienced as a result of being involved in Twitter Barrett. Journal of Research on Technology in Education. 2014
- 41. How Individual Public Health Professionals Use Twitter for Professional Development Hart. JMIR Public Health and Surveillance. 2017.
- 42. Medical Community Use of Social Media Presence of major medical journals and institutions on Twitter and Facebook Efficient mechanism for high-yield, relevant content New articles Conferences Twitter journal clubs Specialty-specific Facebook groups Use in medical education Improved knowledge, attitudes, skills Opportunities to promote engagement, feedback, collaboration, professional development Patient education Wagner. Journal of Surgical Education. 2018.
- 43. Limitations 280 character microblog Organizations often block social media sites Before/after hours Personal devices May require higher general technology proficiency Account holders 23% of active American internet users (20% population) Use declines by 50% over age 50 Hart. JMIR Public Health Surveillance. 2017. Visser. Journal of Research on Technology in Education. 2014. Duggan M. http://www.pewinternet.org/2015/08/19/the-demographics-of-social-media-users/. Smith A. http://www.pewinternet.org/2018/03/01/social-media-use-in-2018/
- 44. Barriers to Use Visser. Journal of Research on Technology in Education. 2014. Flickinger. JMIR Medical Education. 2015. Markham http://meetinglibrary.asco.org/record/139978/edbook#fulltext.
- 45. Call to Action Promote a culture of Tweeting among academics Facilitate connections
- 47. Q u e s t i o n s Program director: Katja Reuter, PhD Email: katja.reuter@usc.edu Twitter: @dmsci Next Digital Scholar Webinar I n f o r m a t i o n a b o u t t h e p r o g r a m http://sc-ctsi.org/digital-scholar/ November 8th, 2018/12-1PM PST Topic: Crowdsourcing applied to knowledge management in translational research: the Gene Wiki and Mark2Cure Speaker: Andrew Su, PhD, Professor, Department of Integrative, Structural and Computational Biology, The Scripps Research Institute Register at: https://bit.ly/2OX66D3
Editor's Notes
- I appreciate the invitation to discuss our recently published article and the lessons my co-authors and I have learned from our work.
- Authors attended a leadership retreat sponsored by the AAMC (Association of American Medical Colleges) Early career Multidisciplinary, medicine and science Connected through Twitter engagement by using the meeting hashtag #EWIMS Discussed impact of social media on professional lives Potential to fit unmet needs for women (and others) in these fields Not unique to medicine/science
- Zhuge Y, Kaufman J, Simeone DM, Chen H, Velazquez OC. Is there still a glass ceiling for women in academic surgery? Ann Surg 2011;253:637-43. FIGURE 1. Despite nearly equal male and female matriculates and graduates of U.S. allopathic medical schools, the proportion of female representation decreases proportionally to the height of the academic ladder.
- Kaplan-Meier survival plot for mathematics faculty by gender, cohorts 1 to 3. Cohort Entry point Men Women Total 1 1990-1993 433 91 524 2 1994-1997 391 117 508 3 1998-2001 486 102 588 4 2002-2005 458 155 613 5 2006-2009 538 200 738 All cohorts 2306 665 2971
- https://www.forbes.com/sites/sebastianbailey/2014/07/23/who-makes-a-better-leader-a-man-or-a-woman/#2d05fb1c1260 But with the recent rise of transformational leadership and its emphasis on traditionally ‘feminine’ traits like empathy, collaboration and emotional intelligence, could the expectations of female leaders be shifting? https://hbr.org/2012/03/a-study-in-leadership-women-do
- Trix and Psenka57 examined more than 300 recommendation letters for medical faculty at a large US medical school in the mid-1990s to identify subtle biases that women experience in the academic world. Letters written for female applicants significantly shorter than those written for male applicants often lacked basic features such as commitment and relationship of recommender to applicant and evaluation or comparison of traits and accomplishments by the applicant (P = 0.021) had a higher percentage of doubt raisers, such as negative language significantly less frequent in the mentioning of status terms (P = 0.01) Finally, and perhaps most subtly but importantly the most common semantically grouped possessive phrases for women were “her teaching,” and “her application (for the position),” whereas those for male applicants were “his research,” “his skills and abilities,” and “his career,” reinforcing gender schema that tend to portray women as teachers and students and men as researchers and professionals
- The National Academies, under the oversight of the Committee on Science, Engineering, and Public Policy, created the Committee on Maximizing the Potential of Women in Academic Science and Engineering to develop specific recommendations on how to make the fullest possible use of a large source of our nation’s talent: women in academic science and engineering. Specifically, the committee was charged • To review and assess the research on gender issues in science and engineering, including innate differences in cognition, implicit bias, and faculty diversity. • To examine institutional culture and the practices in academic institutions that contribute to and discourage talented individuals from realizing their full potential as scientists and engineers. • To determine effective practices to ensure that women who receive their doctorates in science and engineering have access to a wide array of career opportunities in the academy and in other research settings. • To determine effective practices for recruiting women scientists and engineers to faculty positions and retaining them in these positions. • To develop findings and provide recommendations based on these data and other information to guide faculty, deans, department chairs and other university leaders; scientific and professional societies; funding organizations; and government agencies in maximizing the potential of women in science and engineering careers. The report presents the consensus views and judgment of the committee members, who include five university presidents and chancellors, provosts and department chairs, named professors, former top government officials, leading policy analysts, and outstanding scientists and engineers—nine of whom are members of the National Academy of Sciences, National Academy of Engineering, or the Institute of Medicine, and many of whom have dedicated great thought and action to the advancement of women in science and engineering. The committee’s recommendations—if implemented and coordinated across educational, professional, and government sectors— will transform our institutions, improve the working environment for women and men, and profoundly enhance our nation’s talent pool. The findings of the committee are listed on the slide
- One issue is difficulty finding someone who looks like us
- After an advertisement in California sparked controversy online over what a female engineer "should look like," women around the world have joined forces to fight gender stereotypes using the hashtag #ILookLikeAnEngineer. The ad, a promo for tech security company OneLogin, features 22-year-old Isis Anchalee, who works for the company as a full-stack engineer, Tech Crunch reported. She and three other OneLogin employees were selected to be in the campaign, with each ad including a picture and a quote about working at the company, Anchalee explained in an essay she shared on Medium. Medium/Isis AnchaleePhotos of the ad made their way to Facebook and Twitter. There, people commented that Anchalee was too attractive to be an engineer. They even took issue with her facial expression, calling it a "sexy smirk."
- #ILookLikeASurgeon has generated more than 128 million impressions, nearly 40,000 individual tweets, and more than 7,900 participants, and those numbers continue to grow.1 The hashtag has attracted the attention of medical and surgical societies and organizations, universities and resident training programs, hospital systems, surgical associations such as the American College of Surgeons (ACS) and the Royal College of Surgeons, and media outlets from around the world.
- Underrepresentation of women in (CT, other fields of) surgery Underrepresentation of women on hospital boards, as deans, and department chairs; they are also disadvantaged when trying to obtain extramural funding or publish articles, even when controlling for the number of submissions Power of social media #NYerORCoverChallenge reached women surgeons in at least 53 countries including some where less than 1% of surgeons are female. Women from countries like Russia, Indonesia, Pakistan, Bosnia and Herzegovina, Ghana, Guatemala, and Uruguay participated. Female medical students from the likes of China and Venezuela joined in. People viewed a #NYerORCoverChallenge tweet nearly 150 million times in the first month.
- Engaging rural Australian communities in National Science Week helps increase visibility for women researchers Margaret C. Hardy, Mathilde R. Desselle, the 2016 Catch a Rising Star Consortium Published 18 October 2017.DOI: 10.1098/rsos.170548 Abstract During a week-long celebration of science, run under the federally supported National Science Week umbrella, the Catch a Rising Star: women in Queensland research (CaRS) programme flew scientists who identify as women to nine regional and remote communities in the Australian State of Queensland. The aim of the project was twofold: first, to bring science to remote and regional communities in a large, economically diverse state; and second, to determine whether media and public engagement provides career advancement opportunities for women scientists. This paper focuses on the latter goal. The data show: (i) a substantial majority (greater than 80%) of researchers thought the training and experience provided by the programme would help develop her career as a research scientist in the future, (ii) the majority (65%) thought the programme would help relate her research to end users, industry partners or stakeholders in the future, and (iii) analytics can help create a compelling narrative around engagement metrics and help to quantify influence. During the week-long project, scientists reached 600 000 impressions on one social media platform (Twitter) using a program hashtag. The breadth and depth of the project outcomes indicate funding bodies and employers could use similar data as an informative source of metrics to support hiring and promotion decisions. Although this project focused on researchers who identify as women, the lessons learned are applicable to researchers representing a diverse range of backgrounds. Future surveys will help determine whether the CaRS programme provided long-term career advantages to participating scientists and communities.
- HeForShe (often referred to as He for She) is a solidarity campaign for the advancement of gender equality, initiated by UN. Its goal is to achieve equality by encouraging both genders to partake as agents of change and take action against negative stereotypes and behaviors, faced by people with feminine personalities/genders.[2][3] Grounded in the idea that gender inequality is an issue that affects all people—socially, economically and politically—it seeks to actively involve men and boys in a movement that was originally conceived as "a struggle for women by women". On the HeForShe website, a map—which uses a geo-locator to record global engagement in the campaign—counts the number of men and boys around the world who have taken the HeForShe pledge, and was used as UN Women worked towards its goal of engaging one million men and boys by July 2015, a goal which they failed to meet.[4] The campaign website also includes implementation plans for UN agencies, individuals and civil society, as well as those on university and college campuses, both through online and sustained engagement.[5] "Initially we were asking the question, 'Do men care about gender equality?' and we found out that they do care", said Elizabeth Nyamayaro, senior adviser to the executive director of UN Women. "Then we started to get a lot of emails from men who signed up, who now want to do more." [6] “male champions” genuinely believe in fairness, gender equity, and the development of talent in their organizations, and that they are easily identified by female leaders for the critical role they play advancing women’s careers More specifically, we found that some of the key behavioral themes associated with gender inclusive leadership that support women’s career advancement are: using their authority to push workplace culture toward gender equality thinking of gender inclusiveness as part of effective talent management providing gender-aware mentoring and coaching practicing other-focused leadership, not self-focused leadership
- In order to build community, must identify one another. Healthcare hashtag project was developed to help the medical community identify those involved in a shared interest. Patients Providers Caregivers Students Staff
- Benchmarks for measuring the impact of these efforts
- RSS = really simple syndication Information aggregation – up to date on new info by following multiple feeds RSS readers use RSS feeds to collect new posts, articles, and updates from Web sites that teachers identify as valuable and “push” this information to them via the RSS reader e-mail subscriptions - “Follow Me” or “Subscribe” widget that allows viewers to input their e-mail addresses and receive e-mails anytime there is a new post or update on the Web site or blog Social media: real-time or asynchronous interactions Teachers: transformed from isolated teached with minimal professional growth to lifelong learner who grows and shares expertise -stay up to date: teaching techniques, best practices, instructional models -use social media tools to converse with other educators
- May allow for heterophilous relationships to develop (i.e. across genders)
- An investigation of learners’ goals, motivations and expected outcomes when using a personal learning network is essential since there have been few empirical studies in the domain. Previous research focused on the factors that influence learning in virtual environments, but these studies were mainly conducted in an era in which online social media were not yet used for personal learning networks. The current paper reports findings of a study that examined factors impacting professional learning through networks. Due to the public nature of Twitter, the Tweetstorm was open to anyone who was interested and managed to spot it. The Tweetstorm was announced through the website of the PLE conference. A total of 31 participants actively engaged in it by tweeting (uttering ‘tweets’) or retweeting (forwarding tweets). This included the six participants that engaged in the antecedent PLN identification session. The use of Twitter meant that we could only identify participants by their Twitter username (quasi-anonymity). As indicated, passive, read-only participants (‘lurkers’) could also join the Tweetstorm. As Twitter does not allow for tracking of ‘reads’, lurkers could have (indirectly) influenced the Tweetstorm by discussing with active participants offline. No inducement was offered for participants’ cooperation.
- The researchers analyzed the open-ended survey question, Describe some of the best things that you’ve learned/experienced as a result of being involved in Twitter, using a general inductive analysis approach that allows for interpretations to be derived from raw data (Corbin & Strauss, 1990; Glaser & Strauss, 1967). During this process, participants’ meaningful comments were selected, analyzed for prevailing themes, coded, and categorized.
- 49 twitter users involved in public health
- Some consider Twitter to be “frivolous, superficial, or dangerous” and do not find professional value in social media21,42.Other barriers to use include concerns regarding cyberbullying, time requirements, privacy concerns, and the blurring of lines (BOUNDARIES) between learners and educators as well as health professionals and patients, inappropriate sharing of protected health information and violation of confidentiality, and potential risks of sharing misinformation or something that is (perceived as) unethical or unprofessional21,38,43. Among nonusers of social media in health professional education, many cited a lack of understanding of how to integrate use, lack of departmental support and technical skills, and uncertainty of departmental policies41. Social media-based research often lacks in methodological rigor44. However, there are numerous resources available regarding the responsible use of social media and some medical schools are incorporating principles of use into the curriculum and into promotion criteria for faculty38,45-48.