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Teaching with Social Media in Health Care Education
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"Teaching and learning health and social care in a digital age produces many challenges for students and their teachers. A common hurdle for healthcare students is the sheer amount of information that they have to make sense of."
Glori Hinck's insight:
Researchers at the University of Greenwich encouraged students to integrate social bookmarking into their learning and to tag their contributions. Social bookmarking may aid as a tool in the creation of digitally literate health care communities of practice. Useful across professions and course content. 
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Glori Hinck's insight:
A closed Facebook group is used to support a geriatric pharmacotherapy course with students assigned to post a "hot topic" question or issue related to healthy aging to a discussion board. Discussions started on Facebook often carried over into the classroom. The use of a closed group can allow students to discuss controversial subjects without public scrutiny.
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We are proud to announce the release of our neuroscience-themed spring issue, in which we have featured current research topics that aim to shed light on elements of this rapidly-advancing discipline.
Glori Hinck's insight:
McMaster University's Meducator Health Sciences journal is an online undergraduate student publication of original health science research and review articles. The biannual magazine, blog, Facebook and Twitter pages provide an opportunity for students to share their work and opinions regarding health sciences. A great model to strive for!
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Glori Hinck's insight:
How much science can you fit into 6 seconds? Students are challenged to use the Vine app to create a science video to share on twitter with the hashtag #6secondScience. Great tool to use for a summer science academy.
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The Social MEDia Course, a revolution in medical education
Glori Hinck's insight:
Free university level course focusing on medicine and social media. Designed for health care students but also of interest to educators and patients. Content is presented via Prezi's, handouts and Web links with a test after each module. Proceed through the course to earn badges and a final certificate of completion. Great product to integrate into a professional boundaries or business course and as an aid to increasing digital literacy.
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Glori Hinck's insight:
Paper describing the development of an informational, evidence-based health and wellness social networking website created by a cohort of Family Nurse Practioners during their Doctor of Nursing Practice program for an informatics course. Read the press release from Indiana State University http://www.indstate.edu/news/news.php?newsid=3625 and check out the site here http://isunursinghealthweb.ning.com/ Students in any health care field could collaborate on a similar project.
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Glori Hinck's insight:
Pilot project that demonstrates the potential of social media to supplement and enhance traditional educational methods. "Push technology" was used to share content with students via Twitter and Facebook. The majority of followers found Twitter user-friendly and the information useful. Push technology can be used to disseminate information to students on a wide variety of topics.
cc image- lerablog.org
Lyndon Godsall's curator insight,
October 1, 2016 10:00 PM
Pilot project that demonstrates the potential of social media to supplement and enhance traditional educational methods. "Push technology" was used to share content with students via Twitter and Facebook. The majority of followers found Twitter user-friendly and the information useful. Push technology can be used to disseminate information to students on a wide variety of topics.
cc image- lerablog.org
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Glori Hinck's insight:
The Human Anatomy Education (HAE) channel was launched on YouTube with videos designed to enhance classroom teaching through the demonstration of applied aspects of anatomy. The YouTube channel http://www.youtube.com/user/akramjfr is linked to an associated Facebook page https://www.facebook.com/AnatomyEducation. A great resource, could be challenging to recreate and customize due to legalities of recording cadavars.
Lyndon Godsall's curator insight,
October 1, 2016 10:01 PM
The Human Anatomy Education (HAE) channel was launched on YouTube with videos designed to enhance classroom teaching through the demonstration of applied aspects of anatomy. The YouTube channel http://www.youtube.com/user/akramjfr is linked to an associated Facebook page https://www.facebook.com/AnatomyEducation. A great resource, could be challenging to recreate and customize due to legalities of recording cadavars.
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To tie in with this month’s SoNYC birthday celebrations, we are hosting a collection of case studies that discuss how social media can be used for science outreach.
Glori Hinck's insight:
Describes the use of scientific blogging as an assignment. In this Directed Studies course students carry out independent research and are required to start an independent public blog about their research and update it regularly. The goals are to get students to expand their scientific communication skills and to take time to reflect on their research. Applicable in any research context.
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Glori Hinck's insight:
This resource from the CDC discusses various social media tools and how to use them in health education activities. Perfect for implementation into a social media marketing course.
Lyndon Godsall's curator insight,
October 1, 2016 10:02 PM
This resource from the CDC discusses various social media tools and how to use them in health education activities. Perfect for implementation into a social media marketing course.
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Glori Hinck's insight:
Study found that a faculty-administered Human Anatomy Facebook page can be effectively used to supplement anatomy education beyond the traditional classroom.
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This community is created by students and for students from around the world who are training to be health professionals. Students 4 Best Evidence is in collaboration with a series of organisations to help get evidence-based healthcare into student education. The site includes student reviews of evidence-based resources, student blogs, and the ability to comment on and share posts as well as a Facebook page www.facebook.com/Students4BE and Twitter handle @Students4BE Would be a great addition to our Evidence-Informed Practice course!