Social media in medical education - final deck for acehp15

Social Media and Medical Education: Evidence of Success

Chaired by:

Brian S. McGowan, PhD@briansmcgowan

#ACEHP15 January 15, 2015

Social Media Case Study #1

Social Media Case Study #2

Social Media Case Study #3

Social Media Case Study #4

Social Media Case Study #5

Social Media Case Study #6

SoMe & Meded: Evidence of Success

• Re-establish the conversation in the evidence

• Examine what is known

• Explore what remains to be known

Faculty:

Alex Djuricich, MDAssociate Dean for CME,IU School Of Medicine

Derek Warnick, MSPTSenior Manager, Healthcare Education Pfizer, Inc

2. Social Media: Conferences, Meetings & Journals, Oh My!

3. CMEpalooza: A Social Media Love Story

1. Social Media and Medical Education:

Impact on General Education

Chaired by:

Brian S. McGowan, PhD@briansmcgowan

#ACEHP15 January 15, 2015

Emergence of an equipped audience

Emergence of equipped researchers

• The search identified 443 unique publications for full-text review of which 99 were explored in greater depth. These represented three categories:– 59% of articles were

commentaries that discussed social media risks and benefits.

– 27% were descriptive accounts that confirmed social media use is common in medicine and increasing over time.

– 14% were evaluative studies of educational interventions for physicians or physicians-in-training using social media.

Audiences:

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

Review of the tools being studied

1. Blogs were the most commonly employed social media tool (10/71%),

2. Wikis (3/21%),

3. Twitter (2/14%), and

4. Facebook (2/14%).

• 7/50% used a single tool, 1/7% used two, and 3/21% used three or more.

Research Designs and Methods:

• 9/64% used a single-group cross-sectional or posttest-only design, whereas 4/29% employed a two-group nonrandomized design. Only 1/7% was a randomized controlled trial

• 9/64% administered a post-intervention survey on user satisfaction and attitudes, whereas 2/14% implemented both pre- and post-intervention surveys on technology use, student preferences and satisfaction, or demographics. 7/50% extracted technology usage data using tools such as Web site hit counters or access history.

• 4/29% evaluated knowledge using exam scores, 3/21% conducted interviews or focus groups, and 2/14% conducted post-intervention analysis of the depth of reflection in student blog entries.

Outcomes: Satisfaction

• Learner satisfaction with social media interventions was described as positive, although in most studies no comparison group was offered

• The results of studies that assessed more than one intervention were mixed.– For example, students generally favored blogging

over essay writing for reflection, but they favored in-person problem-based learning (PBL) over virtual collaborative learning for improvement of clinical reasoning skills

Outcomes: Knowledge And Attitudes

• Interventions to improve knowledge demonstrated equivalent test scores for students who did and did not use social media tools.– However, students who actively participated in a blog-

based discussion forum had higher grades than students who posted less often

• Third-year medical students who participated in a humanism and professionalism course that included a blog showed no decline in empathy during their yearlong clerkships– in contrast, previous studies showed a significant decline in

empathy among third-year medical students.

Outcomes: Deep Cognition & Reflection

• In one study, participation in faculty-moderated course blogs and traditional small-group discussions with essay writing were equally effective in fostering medical students’ reflective writing skills.

• Another study found that 169 (95%) of 177 student entries to a faculty-moderated blog were deemed “reflective” and that instructor feedback could stimulate further reflection.27

• Opportunities:

– shared process and content (74% of articles)

– accessible and customizable nature (40%)

– popularity with learners (33%)

– the potential for professional development and collaboration (29%)

• Challenges:

– breaches of professionalism (49% of articles),

– user privacy (32%),

– information quality (27%).

Outcomes: Themes of Research

Final thoughts…• We now have a foundation for future research and

guidance for incorporating social media tools into medical curricula.

• Future scholarship in this new field should include clear definitions of social media technologies to allow appropriate comparisons and data synthesis.

• It would be helpful to compare social media use with other educational methods, explore a variety of learner populations, and examine skill- or behavior-based outcomes.

• Higher-quality research is needed to establish best practices in the development of social media technology to enhance medical education.

Alexander M. Djuricich, MDAssociate Dean for CME

Indiana University School of Medicine

ACEHP MeetingJanuary, 2015

Every year, registrants hear more about this when registering for conferences

Difficult to know “impact” of this

Literature and many blogs exist on Tips for Tweeting at Scientific Conferences (AKA “Tweeting the Meeting”)

Ekins S, et al. Ten Simple Rules of Live Tweeting at Scientific Conferences. PLoS Comput Biol 2014. Melvin L, et al. Using Twitter in Clinical Education and Practice. J Grad Med Educ 2014. Kind T, et al. Twelve Tips for Using Social Media as a Medical Educator. Med Teach 2014.

Mostly around Twitter

“Dissemination of information” is major theme in all articles

Compared 2012 and 2013 tweets

#AUA13 & #CUA13 Use dramatically

increased by urologists in 2013 meeting

Matta R, et al. The dramatic increase in social media in urology. J Urol 2014.

Twitter team of four physicians was responsible for ¾ of all tweet content

#2013ASC Organizers should

develop a social media strategy for conferences

Cochran

Cochran A, et al. Use of Twitter to Document the 2013 Academic Surgical Congress. J Surg Res 2014.

#ICEM12 Content from the conference reached a significant

number of users who were not physically present

Neill A, et al. The impact of social media on a major international Emergency Medicine conference. Emerg Med J 2014.

Tweets at Canadian medical education meeting

#CCME13 Organizers should

implement new innovations that would facilitate use of social networking tools

Jalali A, et al. Tweeting during conferences: educational or just another distractions? Med Educ 2013.

Oncology Family

medicine Radiology Nephrology

Very recent article in Circulation Randomized controlled trial of social media

on electronic usage of journal Final conclusion: no difference

Fox CS, et al. A randomized trial of social media from Circulation. Circulation 2014 [Epub ahead of print].

Discussion of this article (that showed no impact of social media) went viral (on social media)

Blogs, discussion groups, and Twitter chats on the topic

Rolling out social media strategy

Extend reach to readers in other non-print formats

JCEHP blog beginning in January 2015: http://jcehp.wordpress.com/

Djuricich AM. Social media, Evidence-Based Tweeting and JCEHP. J Cont Educ Health Prof 2014.Olson C. JCEHP’s New—And First—Social Media Editor. J Cont Educ Health Prof 2014.

Social media is becoming an increasingly important component of health care conferences

Conference organizers should consider a social media strategy when designing meetings

Journals should consider social media as another way to reach their readers to disseminate information

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

CMEpalooza: A Social Media Love Story

Derek WarnickSenior Manager,

Healthcare EducationPfizer

CMEPALOOZA

WHERE THE CME/CE COMMUNITY HANGS OUT

Google+

39

Production Crew

41

PR Team

42

CMEpalooza Fall

48

Participation substantially

increased vs the first Palooza

Sessions were well attended

throughout the day and on archive

Attendees engaged with social

media

Attendees visited the website

before and after the event

Key Takeaway

Started using social media because I had to.

Now I use social media because I want to.

Social Media and Medical Education: Evidence of Success

Presented by:

Brian S. McGowan, PhD@briansmcgowan

#ACEHP15 January 15, 2015