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Author: Brian S McGowan, PhD

ABSTRACT: Social media, medicine and the modern journal club

Medical media is changing along with the rest of the media landscape. One of the more interesting ways that medical media is evolving is the increased role of social media in medical media’s creation, curation and distribution. Twitter, a microblogging site, has become a central hub for finding, vetting, and spreading this content among doctors. We have created a Twitter journal club for nephrology that primarily provides post-publication peer review of high impact nephrology articles, but additionally helps Twitter users build a network of engaged people with interests in academic nephrology. By following participants in the nephrology journal club, users are able to stock their personal learning network. In this essay we discuss the history of medical media, the role of Twitter in the current states of media and summarize our initial experience with a Twitter journal club.

via Social media, medicine and the modern journal club. – PubMed – NCBI.

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ABSTRACT: Globalization of Continuing Professional Development by Journal Clubs via Microblogging: A Systematic Review. – PubMed – NCBI

BACKGROUND:
Journal clubs are an essential tool in promoting clinical evidence-based medical education to all medical and allied health professionals. Twitter represents a public, microblogging forum that can facilitate traditional journal club requirements, while also reaching a global audience, and participation for discussion with study authors and colleagues.
OBJECTIVE:
The aim of the current study was to evaluate the current state of social media-facilitated journal clubs, specifically Twitter, as an example of continuing professional development.
METHODS:
A systematic review of literature databases (Medline, Embase, CINAHL, Web of Science, ERIC via ProQuest) was performed according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A systematic search of Twitter, the followers of identified journal clubs, and Symplur was also performed. Demographic and monthly tweet data were extracted from Twitter and Symplur. All manuscripts related to Twitter-based journal clubs were included. Statistical analyses were performed in MS Excel and STATA.
RESULTS:
From a total of 469 citations, 11 manuscripts were included and referred to five Twitter-based journal clubs (#ALiEMJC, #BlueJC, #ebnjc, #urojc, #meded). A Twitter-based journal club search yielded 34 potential hashtags/accounts, of which 24 were included in the final analysis. The median duration of activity was 11.75 (interquartile range [IQR] 19.9, SD 10.9) months, with 7 now inactive. The median number of followers and participants was 374 (IQR 574) and 157 (IQR 272), respectively. An overall increasing establishment of active Twitter-based journal clubs was observed, resulting in an exponential increase in total cumulative tweets (R2=.98), and tweets per month (R2=.72). Cumulative tweets for specific journal clubs increased linearly, with @ADC_JC, @EBNursingBMJ, @igsjc, @iurojc, and @NephJC, and showing greatest rate of change, as well as total impressions per month since establishment. An average of two tweets per month was estimated for the majority of participants, while the “Top 10” tweeters for @iurojc showed a significantly lower contribution to overall tweets for each month (P<.005). A linearly increasing impression:tweet ratio was observed for the top five journal clubs.
CONCLUSIONS:
Twitter-based journal clubs are free, time-efficient, and publicly accessible means to facilitate international discussions regarding clinically important evidence-based research.

via Globalization of Continuing Professional Development by Journal Clubs via Microblogging: A Systematic Review. – PubMed – NCBI.

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ABSTRACT: Social media and dentistry: some reflections on e-professionalism.

The proliferation of digital technology is impacting on the training and development of healthcare professionals. Research on the online behaviour of medical and pharmacy students indicates that social media poses a number of risks to the professional practice of healthcare professionals. General Dental Council guidelines on the use of social media also suggest that it has the potential to expose dental professionals to a variety of breaches of professional conduct. This paper explores the various ways social media can help, as well as hinder, the practice of dental professionalism. However, the lack of primary research on the social media behaviour of dental students and qualified dental practitioners alike acts as a barrier to increasing social media awareness within dentistry. The paper concludes by calling for more research-led discussion on the role social media plays in shaping our understanding of dental professionalism in the twenty-first century.

via Social media and dentistry: some reflections on e-professionalism. – PubMed – NCBI.

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ABSTRACT: The role of cognitive function in the relationship between age and health literacy: a cross-sectional analysis of older adults in Chicago, USA.

OBJECTIVES:To investigate how 3 measures of health literacy correlate with age and the explanatory roles of fluid and crystallised cognitive abilities in these relationships among older adults.DESIGN:Cross-sectional baseline analysis of the ‘LitCog’ cohort study.SETTING:1 academic internal medicine clinic and 5 federally qualified health centres in Chicago, USA.PARTICIPANTS:English-speaking adults (n=828) aged 55-74 years, recruited from August 2008 through October 2011.OUTCOME MEASURES:Health literacy was measured by the Test of Functional Health Literacy in Adults (TOFHLA) and the Newest Vital Sign (NVS), both of which assess reading comprehension and numeracy in health contexts, and by the Rapid Estimate of Adult Literacy in Medicine (REALM), which assesses medical vocabulary. Fluid cognitive ability was assessed through the cognitive domains of processing speed, inductive reasoning, and working, prospective and long-term memories, and crystallised cognitive ability through the verbal ability domain.RESULTS:TOFHLA and NVS scores were lower at ages 70-74 years compared with all other age groups (p<0.05 for both tests). The inverse association between age and TOFHLA score was attenuated from β=-0.39 (95% CI -0.55 to -0.22) to β=-0.06 (95% CI -0.20 to 0.08) for ages 70-74 vs 55-59 years when fluid cognitive ability was added to the model (85% attenuation). Similar results were seen with NVS scores (68% attenuation). REALM scores did not differ by age group (p=0.971). Crystallised cognitive ability was stable across age groups, and did not influence the relationships between age and TOFHLA or NVS performance.CONCLUSIONS:Health literacy skills show differential patterns of age-related change, which may be explained by cognitive ageing. Researchers should select health literacy tests appropriate for their purposes when assessing the health literacy of older adults. Clinicians should be aware of this issue to ensure that health self-management tasks for older patients have appropriate cognitive and literacy demands

via The role of cognitive function in the relationship between age and health literacy: a cross-sectional analysis of older adults in Chicago, USA. – PubMed – NCBI.

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What It Takes To Change Your Brain’s Patterns After Age 25 | Fast Company | Business + Innovation

“In most of us, by the age of thirty, the character has set like plaster, and will never soften again.”That quote was made famous by Harvard psychologist William James in his 1890 book The Principles of Psychology, and is believed to be the first time modern psychology introduced the idea that one’s personality becomes fixed after a certain age.

More than a century since James’s influential text, we know that, unfortunately, our brains start to solidify by the age of 25, but that, fortunately, change is still possible after. The key is continuously creating new pathways and connections to break apart stuck neural patterns in the brain.

Simply put, when the brain is young and not yet fully formed, there’s a lot of flexibility and plasticity, which explains why kids learn so quickly, says Deborah Ancona, a professor of management and organizational studies at MIT.

“It turns out that we, as human beings, develop neural pathways, and the more we use those neural pathways over years and years and years, they become very stuck and deeply embedded, moving into deeper portions of the brain,” she tells Fast Company. By the time we get to the age of 25, we just have so many existing pathways that our brain relies on, it’s hard to break free of them.

via What It Takes To Change Your Brain’s Patterns After Age 25 | Fast Company | Business + Innovation.

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#CMEpalooza ARCHIVE: “Data-Driven and Agile Educational Design: Ensuring Your Courses Intelligently Evolve”

This presentation was conducted on April 8th 2015 as part of the Spring 2015 CMEPalooza. To access the other 8th session that took place that day, please visit the CMEpalooza spring webpage.

Our Abstract:

In the formative days of continuing education (CE), when “producing” content was a specialized competency, educational planners had little choice but to develop content, package it into slides or a monograph or a video, and then sit back and hope it had the impact that was intended. But times have changed – the act of producing content is no longer a specialized competency – creating, refining, and optimizing content CAN BE done with little effort and this COULD significantly change the impact of an activity, an initiative, or an educational program. Supporters of medical education see the value in the idea that education content can be as relevant 12 months after it was launched as it was on day one. And, educational planners and faculty seem to genuinely understand how this simple innovation may allow them to educate and empower clinicians with much greater flexibility and fidelity.

Moderator
Brian McGowan, PhD, Chief Learning Officer & Co-Founder at ArcheMedX, Inc.

Panelists
Greselda Butler, CHCP — Manager, Professional Education, Otsuka America Pharmaceutical Inc.
Scott Weber, Co-CEO, Med-IQ

 

 

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#CMEpalooza: “Data-Driven and Agile Educational Design: Ensuring Your Courses Intelligently Evolve”

Introduction:

In the formative days of continuing education (CE), when “producing” content was a specialized competency, educational planners had little choice but to develop content, package it into slides or a monograph or a video, and then sit back and hope it had the impact that was intended. But times have changed – the act of producing content is no longer a specialized competency – creating, refining, and optimizing content CAN BE done with little effort and this COULD significantly change the impact of an activity, an initiative, or an educational program. Supporters of medical education see the value in the idea that education content can be as relevant 12 months after it was launched as it was on day one. And, educational planners and faculty seem to genuinely understand how this simple innovation may allow them to educate and empower clinicians with much greater flexibility and fidelity.

Moderator
Brian McGowan, PhD, Chief Learning Officer & Co-Founder at ArcheMedX, Inc.

Panelists
Greselda Butler, CHCP — Manager, Professional Education, Otsuka America Pharmaceutical Inc.
Scott Weber, Co-CEO, Med-IQ

 

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RESOURCE: 5 Minutes With…Brian McGowan | CMEPALOOZA

First up this week in our “5 Minutes With…” series is Brian McGowan, PhD, Chief Learning Officer & Co-Founder at ArcheMedX, Inc. ArcheMedX is one of our gold-level sponsors, and they are sponsoring the lunchtime panel session Brian has put together on Data-Driven and Agile Educational Design: Ensuring Your Courses Intelligently Evolve. Brian has been part of every iteration of CMEpalooza and joins Karen Roy as the only members of the exclusive CMEpalooza Three-peat Club (note to Brian and Karen: remember to present your card and give Bruno the Bouncer the secret handshake when entering the club).

I’ll admit that this is closer to a “10 Minutes With…” interview, which I’m sure comes as no surprise to any of you who have spent time with Brian. He is an excellent presenter, always a pleasure to listen to, and does a really nice job telling his “CME story” and outlining his CMEpalooza Spring session. I think you will enjoy the extra few minutes we spent with him.

 

 

via 5 Minutes With…Brian McGowan | CMEPALOOZA.

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RESOURCE: Emerging Market Medical Education Goes Digital

A shortage of skilled health workers is an acute and ongoing problem in many emerging markets. Weak medical education systems bear a major part of the blame. But a big opportunity for rapid progress has emerged as online medical education becomes increasingly common. Doctors and nurses in even the poorest countries can now get much better training.

Medical education in emerging markets typically suffers from two problems. First, medical universities and residency programs rarely have enough qualified instructors, and sometimes lack access to modern curricula and equipment. Second, weak or nonexistent continuing medical education (CME) programs prevent health workers from later keeping their skills sharp…

via Emerging Market Medical Education Goes Digital – Forbes.

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RESOURCE: Using Learning Analytics To Improve Content Authoring

Why You Should Use Learning Analytics To Improve Content Authoring

As technology progresses, today’s learners expect more than ‘click next’ e-learning. With more options than ever before available to instructional designers and authoring tools boasting increasingly advanced capabilities, we are able to create our most sophisticated, effective e-learning content yet. With a growing appetite for personalized e-learning, how can we ensure that our content authoring enables us to give our learners what they want?

Choosing the right tool for content authoring

There are many tools available on the market claiming to offer access to learning analytics. However, in reality, much of this will only be outdated, surface-level SCORM data. While it can be useful to know how long it took someone to complete a course or who has not yet taken a module, there is much more we can do with this data. The newest e-learning content authoring tools come with advanced analytics functionality to allow us to understand trends in our data quickly and easily. This is the first step towards creating personalized learning. The more we know about our learners, the more tailored our learning experiences will be.

Learning analytics

Learning analytics are often overlooked, but are an invaluable way to help us make the most of our content authoring. Using data about our own learners gives us the opportunity to create learning which hones in on the specific requirements of our audience. For example, many tools now enable us to identify trends such as how many people in a certain country have completed our courses, what device types they are using (desktop, tablet or smartphone) or which specific questions people are struggling with. This helps inform our future projects for learning that better suits our target groups, with a view to achieving better results.

via Using Learning Analytics To Improve Content Authoring – eLearning Industry.

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