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Rescooped by Lynette Wo from Social Media and Healthcare!

When the Tweeters Are the Treaters

When the Tweeters Are the Treaters | Instructional librarian |

 Vineet Arora, MD, met the co-authors of her latest book on Twitter. She has received speaking invitations from people who read her blog. When she applies for NIH grants, she explains how she will disseminate her research on social media.

But she isn't advocating that all doctors necessarily do the same -- at least not immediately.


"You don't have to dive into the pool if you're here and you're just learning," Arora, an internist and director of Graduate Medical Education Clinical Learning Environment Innovation at the University of Chicago, told attendees at the American College of Physicians (ACP) annual meeting.

Arora said it took over a year for her to become comfortable transitioning from someone who consumed information on social media to someone who created it.

"I Think the 'Why' Is Very Important"

It's important for doctors to understand why they want to engage in social media and what their goals are, Arora said.

The "why" may be a moral impulse, as articulated by popular blogger Bryan Vartabedian, MD, a pediatric gastroenterologist at Texas Children's Hospital in Houston.

Three out of five adults go online to research health information, and nearly half of those searches ultimately impacted patients' decisions about their care.

"There is a professionalism space here we can fill," Arora said. "One of the things we can do as a profession is counteract bad information," she added, referencing celebrity Jenny McCarthy's online anti-vaccine activism.

But one must pick and choose those battles, she added, noting that some audiences may be more receptive than others. Arora said she prefers to convey positive information, "because I don't know where they're getting their information from."

Echoing the sentiment was panelist Humayun Chaudhry, DO, an internist and president and CEO of the Federation of State Medical Boards (FSMB). "I think it's important to speak up, but do I have to respond every time a friend makes a medical comment?" he said.

When Chaudhry served as a health commissioner for Suffolk County in Long Island, N.Y., he was reluctant to establish a Twitter account. But "900 tweets later," he found that the medium was useful for pushing out accurate health information to the public.

The "why to engage on social media" can also have more of a personal focus, Arora added.

Informal relationships that grow out of social networking form "weak ties" that can provide fodder for new ideas or opportunities. "You're opening up your network to people who you may not have thought about before," Arora said.

"Pause Before You Send"

But with opportunity comes risk, cautioned panelist Janelle Rhyne, MD, an infectious disease specialist in Wilmington, N.C. and board chair of the FSMB.

"From a medical board perspective, we see the negatives," Rhyne said, citing examples of patient privacy violations, inappropriate contact with patients, misrepresentation of credentials, and inappropriate prescribing of medications.

Arora gave an example of an actual inappropriate tweet: "My DNR/DNI patient got intubated by pulmonary. Medical errors on multiple levels. This should not have happened."

Just like sending a handwritten letter, it is imperative for physicians to "pause before they send" information online, Chaudhry said. There can be difficulty in striking a balance between "harnessing the opportunities" of social media while "being aware of the challenges," he said.

Recognizing the need for guidance in this sphere, the ACP and FSMB put together best practice guidelines for online medical professionalism, published as a position paper in the Annals of Internal Medicine in 2013.

Key guidelines included:

Consistent application of ethical principles to preserve the relationship, confidentiality, privacy, and respect for patientsKeeping professional and social spheres separate onlineThe use of email only in an established patient-physician relationship and with patient consentPeriodic "self-auditing" by physicians to assess how they are portrayed onlineAwareness that online postings are permanent and can have professional implications

Chaudhry noted pushback by some physicians on what they perceived as rigidity of keeping professional and social spheres entirely separate. The guidelines on this point use "should" rather than "must," he added, acknowledging that gray areas exist.

Continuing Education

One audience member mentioned his success in using social media to keep up with the latest medical literature. Rather than simply following journals on Twitter, "I'm following people who read journals with a discerning mind," said Michael Wagner, MD, an internist and ultrasound fellow at the University of South Carolina School of Medicine in Columbia.

"With the proper setup and 'followers,' Twitter can serve as a constant journal club that helps you distill medical literature and stay current," he added in an email to MedPage Today.

Wagner, who will be ultrasound director for the university's internal medicine department starting in July, has been experimenting with new ways of teaching residents and medical students.

"Twitter can also be used to augment a flipped classroom curriculum by tweeting questions that reinforce online lectures," he said. "Tweets can be scheduled for the convenience of the teacher and can be completed when convenient for the learner in small aliquots."


Another audience member also wanted continuing medical education (CME), but for a somewhat different purpose.

He recalled that when he was a resident, he had a curriculum dedicated to answering the phone. "Is there CME online for how to do social media for old guys like me?" he asked.


Via Plus91
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Rescooped by Lynette Wo from E-Learning, Instructional Design, and Online Teaching!

Case Study: 21CIF Magazine

Case Study: 21CIF Magazine | Instructional librarian |
Teaching Information Fluency describes the skills and dispositions of information fluency adept searchers. Readers will receive in-depth information on what it takes to locate, evaluate, and ethically use digital information. The book realistically examines the abilities of Internet searchers today in terms of their efficiency and effectiveness in finding online information, evaluating it and using it ethically. Since the majority of people develop these skills on their own, rather than being taught, the strategies they invent may suffice for simple searches, but for more complex tasks, such as those required by academic and professional work, the average person’s performance is adequate only about 50% of the time. The book is laid out in five parts: an introduction to the problem and how search engine improvements are not sufficient to be of real help, speculative searching, investigative searching, ethical use and applications of information fluency. The intent of the book is to provide readers ways to improve their performance as consumers of digital information and to help teachers devise useful ways to integrate information fluency instruction into their teaching, since deliberate instruction is needed to develop fluency. Since it is unlikely that dedicated class time will be available for such instruction, the approach taken embeds information fluency activities into classroom instruction in language arts, history and science. Numerous model lessons and resources are woven into the fabric of the text, including think-alouds, individual and group search challenges, discussions, assessments and curation, all targeted to Common Core State Standards as well as information fluency competencies.

Via Dennis T OConnor
Brenda Vargas's curator insight, March 23, 2015 10:32 PM

It is and interesting tool to get useful information to learn and teach

Dennis T OConnor's curator insight, March 24, 2015 11:56 AM

Understanding curation by creating and using a magazine is one of the projects in EDUC 760: E-Learning for Educators.  Constructing knowledge by skillfully tagging, annotating, and sharing information is a way to filter and use the ocean of information we live and teach with. 8-) 

Elizabeth Hartley's curator insight, August 4, 2015 5:10 PM

This link leads you Google Books where you can read specifically about how to use our magazine dedicated to 21st century information fluency. 

Rescooped by Lynette Wo from iPads, MakerEd and More in Education!

iPads in Primary Education: Touch App Creator: Creating Powerful Web Apps for Teaching and Assessment

iPads in Primary Education: Touch App Creator: Creating Powerful Web Apps for Teaching and Assessment | Instructional librarian |

"The power of the iPad as a tool for creating varied high-quality multimedia content is extremely useful in the classroom and  with the app Creative Book Builder  by Tiger Ng it has been possible to easily create instructional and explanation texts with video content. This app allowed pupils to have access to a video instruction manual during a design technology project. The app Touch App Creator also developed by Tiger Ng allows this technique to be taken a step further allowing books to be published online and easily hosted on Google Drive. This blog post explores the potential of this app and the way it can be combined with other powerful apps such as Explain Everything."

Via John Evans
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Rescooped by Lynette Wo from An Eye on New Media!

The dark side of gamification

The dark side of gamification | Instructional librarian |

iHow well do you chop your cucumber? It's a ridiculous question, I know, but in the short film Sight the protagonist plays an augmented reality game that awards him points for the consistency in the...

Via Ken Morrison
Ken Morrison's curator insight, April 12, 2015 9:58 AM

Just for fun...This very short 7 minute film shares an example gasification apps interfering with real life.

Rescooped by Lynette Wo from Learning & Technology News!

No Longer a Luxury: Digital Literacy Can’t Wait

Digital literacy is about more than just adding technology into the teaching we already do. The following common teaching practices that we have seen in classrooms as researchers and as parents of school-age children do not help develop digital literacy and may even kill students’ motivation to develop their savvy use of technology and the Internet. We must stop these practices. Immediately.

Via Nik Peachey
John Rudkin's comment, September 3, 2013 12:07 PM
Every year, as the group who leave, leave badly equipped, they have been let down.
Melissa Marshall's comment, September 3, 2013 7:47 PM
yikes, a scary thought. I'm finding that it is partnership with parents that is making the most difference in our school community re: DL education.
John Williams's comment, September 4, 2013 3:57 PM
Bonnie I agree parents are important today so many seem to be tuned out to the needs of there children, it is a lot more than just material needs, that parents need to provide, and with the prevalence of single parent homes, it is even harder. I feel as much for the parent of these homes as I do for the children it can not be easy wearing all the hats.