Tuesday, 14 December 2010

Barriers to use of Social Media in Medical Education

 
 

Sent to you by David Andrew via Google Reader:

 
 

via Technology in (Medical) Education by Neil on 12/14/10

I just came across 2007 this study - an online survey- of UK medical students, house staff and physicians regarding their opinion regarding use of social media in medical education.  Invitations were sent by e-mail to 6000 people and 21% responded.  The barriers identified by the responders were:

  1. Would like to use social media for my education but don't know how
  2. Don't like to use technology for my education
  3. Lack of awareness of quality resources - don't trust the content
  4. Lack of access at workplace and lack of time.
These were 4 themes that emerged from 60 free text comments in the survey responses.  That's a pretty small percentage of people from those who responded who bothered to enter a free text comment.  Combine that with the 21% response rate and it suggests that we have to interpret the results with a degree of caution.  Unfortunately for studies like this (email invitations to large number of people) these types of numbers are not unusual. The authors need to be commended for the effort they made to get this data.  

The authors commented that respondents appeared to be generally interest in Web 2.0 tools including social media. 

Do these 4 themes cover all the reasons why doctors don't use social media?  In my experience, I think there are even now (in 2010) a lot of physicians who think that using social media in healthcare is a waste of time (different than not having time to use it) and that apps like FB and Twitter are used by a bunch of narcissistic mutual back slappers.  There are numerous ideas and examples of how social media are, or can be, used in medical education (examples).  The problem is that these discussions about uses of social media occur in the blogosphere or on Twitter or FB.  The Average Joe physician is unlikely to get exposed to these, unless it reaches the mainstream print journals.

Measuring true outcomes (Kirkpatrick Level 4) from educational interventions is difficult  but it will probably take a study that shows an impact on outcome measures that is published in a reputed journal to change some people's minds.   To make matters worse, the print journals are constantly publishing case studies and guidelines regarding professionalism (or the lack thereof) and social media and this scares away some of the physicians who might be interested in this medium.  Physicians have already been burned by adopting clinical practices without sufficient good evidence and then having to go back when these were proven wrong (e.g. hormone replacement therapy).  So one can understand why some will "look" before leaping!  Even with educational practices we have seen the rise and fall of Learning Management Systems.  How can medical educators and physicians be sure that social media is not just another fad?  

It reminds me of a talk I gave in 1995 titled "The Internet and Medicine: Why Physicians should Pay Attention" and later wrote up for a medical journal.  There is a great The New Yorker cover by Edward Sorel which shows Whistler's Mother looking skeptically at a telephone.  I had referred to this cover when I gave that talk in 1995.  Maybe it is time to bring out that old issue of The New Yorker!



 
 

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Monday, 29 November 2010

Times Higher Education - Should professors leave unruly classes?

Times Higher Education - Should professors leave unruly classes?

Social Media Use by Medical Students

 
 

Sent to you by David Andrew via Google Reader:

 
 

via Dr Shock MD PhD by Dr Shock on 28/11/10

Social software or the use of Internet (Web 2.0) for generating your own content, to connect with one another and to share and manage content with each other is used by young people. How do first year medical students use this social software? This could be important because these networks could become networks of learners as soon as we're able to create useful applications.

  • over 90% of med students use instant messaging, 94% of females aND 93% of males
  • 70% used social networking sites (facebook, twitter, myspace)
  • 20% read blogs
  • 8% write their own blog
  • 20% of male medical students contributed to wikis and used media sharing sites such as flickr and youtube
  • social bookmarking was hardly used (delicio.us, digg)

How was this study done?

all first year medical students (n=212) at the University of Leeds completed a paper based self-administered questionnaire at the time of their information skills (IT) assessment.

Overall males were more engaged in social media. The use of these media has increased over the years. In previous research in 1973 80% of students used instant messaging, 24% used social networks, 31% shared photos, blogs were read by 38% and 21% wrote a blog. A survey in 2006 at the University of Oxford showed the high use of instant messaging (82%) and social networking (60%), 58% read blogs, 38% wrote their own blog, 19% used flickr, 57% used YouTube and 19% used del.icio.us.

Students preferred the use of social software above the virtual learning environment provided by the institution.

Why is this important?
Educators are mostly digital immigrants whereas the student is a digital native. Educators should recognize the potential of social software without entering the networks of students. As the authors importantly state

The social networking sites have exciting potential for medical education but only if the educator can resist the temptation to meddle in what the students are doing.

Next the authors suggest some examples on how social networking could be used for education, but several examples are present on the net.

ResearchBlogging.org
Sandars, J., Homer, M., Pell, G., & Crocker, T. (2010). Web 2.0 and social software: the medical student way of e-learning Medical Teacher, 2147483647-5 DOI: 10.3109/01421590701798729

 

Related posts:

  1. Social Media in Health and Medicine: Medlibs Round 2.7
  2. The Risks of Online Social Networking for Students
  3. Disclosure of substance use on social media websites


 
 

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Saturday, 27 November 2010

Fwd: News release: Bristol University ChemLabS celebrated by JISC Times Higher Education Award



---------- Forwarded message ----------
From: Maike Bohn <m.bohn@jisc.ac.uk>
Date: 26 November 2010 16:06
Subject: News release: Bristol University ChemLabS celebrated by JISC Times Higher Education Award
To: JISC-ANNOUNCE@jiscmail.ac.uk


18 universities across the UK are celebrating their achievements after they received this year's Times Higher Education Awards in London.

The awards ceremony, hosted by THE's editor Ann Mroz and Michael Portillo, with an opening address by David Willets, was attended by more than 1,000 people from universities and colleges across the UK.

The JISC sponsored Outstanding ICT Initiative Award went to Bristol University for their innovative Dynamic Laboratory Manual (DLM) developed by Bristol ChemLabS staff and Learning Science Ltd. ChemLabS is the UK's Centre for Excellence in Teaching and Learning in practical chemistry and has transformed the way that undergraduate practical work is carried out, in part through the creation of this sophisticated e-learning tool.

Initially the DLM was envisaged to be an online, web-based laboratory manual containing all the information the students would require to carry out a particular practical investigation.  But it quickly developed into a much more comprehensive student resource containing a complete video library of practical techniques, fully interactive simulations and virtual instruments, online pre-lab assessment and safety tests (both providing immediate feedback), online tutorial support, and a comprehensive marks database designed to track student progress.

An overview can be seen at http://dlm.chm.bris.ac.uk/demodlm/.

Sarah Porter, JISC's head of innovation and one of the judges for the awards said, "By focusing on innovative approaches to using technology to improve learning, the project has had measurable, demonstrable impact on the attainment of students of chemistry at the University of Bristol. However, what made the project a winner is that a lot of careful thought and effort has been put into extending the impact of ChemLabS so that it benefits school pupils, students, teachers and lecturers across the whole UK. ChemLabS is an excellent example of what can happen when innovative technology is used to dissolve the barrier between a university and the world around it, and it is particularly welcome that this has been achieved in a challenging and crucial discipline area."

Building on the success of this software, Bristol's Departments of Biochemistry, Physiology and Pharmacology have now introduced DLM-style software to support students in their teaching laboratories. The project has also had great impact on chemistry teaching and learning at Post 16 and a commercial version of the e-learning tool called LabSkills will soon be available in every (4000+) secondary school in the UK.

ChemLabS' Nick Norman who received the Award in London said, "The ChemLabS DLM has transformed the laboratory experience for chemistry undergraduates at Bristol and we are delighted with the recognition that this Award brings. We are all very proud of what we have achieved over the last few years and particularly pleased with how a project developed to support chemistry students is now having an impact in other disciplines and also in schools."

The judges for the award were Professor David Baker, deputy chair of JISC and former principal of University College Plymouth St Mark & St John; Sean Mackney, deputy chief executive,  The Higher Education Academy; and Sarah Porter, head of innovation at JISC.




David Andrew

My profiles: Twitter
Contact me: Skype/ david.andrew52

Friday, 26 November 2010

Explore the Chemical Education Digital Library

 
 

Sent to you by David Andrew via Google Reader:

 
 

via Free Technology for Teachers by noreply@blogger.com (Mr. Byrne) on 11/18/10

The Chemical Education Digital Library is a large collection of resources for teaching and learning chemistry. The ChemEd DL contains tutorials for students, 3D models, lesson plans, and more. The tutorials include 3D chemical models and explanations of what each part of the models does and how those parts work together. In the lesson plans section you will find downloadable lesson plans organized by subject. ChemEd DL also features a periodic table that links each element to data and explanations about that element.

Here are some related items that may be of interest to you:
Canvas Mol - 3D Models of Molecules
Science and Statistics Animations
5 Good Resources for Learning the Periodic Table


 
 

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Tuesday, 23 November 2010

Buzz from AJ Cann



 Link to this post:
 http://www.google.com/buzz/107962914038670635598/XRYET1cTkQR/Open-SOAR

09:22 AJ Cann: Open SOAR

David Andrew,
Head of Academic Practice
 



The Learning Institute at Queen Mary, University of London

Mile End, London E1 4NS

02078822803

02081446753





Fwd: Health Sciences and Practice Subject Centre e-bulletin November 2010



---------- Forwarded message ----------
From: kcl - info-hsap <info-hsap@kcl.ac.uk>
Date: 19 November 2010 17:06
Subject: Health Sciences and Practice Subject Centre e-bulletin November 2010
To:
Cc: kcl - info-hsap <info-hsap@kcl.ac.uk>


Dear Colleague,

 

Please find attached the November edition of the e-bulletin from the Health Sciences and Practice Subject Centre.

I would like to draw your attention to the following items:

 

1.     Practice Learning and Support: Monitoring the quality of learning environment through educational audit. 1st December 2010, King's College London. http://www.health.heacademy.ac.uk/news-events/eventsbox/events2010/plssig01122010/

 

2.     Public Health SIG meeting - The practice teacher: Innovations and Best Practice. 28th January 2011, King's College London. Call for contributions deadline: 26/11/2010. http://www.health.heacademy.ac.uk/news-events/eventsbox/events2011/ph28012011/

 

3.     Contemporary Issues in assessment in health sciences and practice education. 1st December 2010, Edinburgh Napier University. http://www.health.heacademy.ac.uk/news-events/eventsbox/events2010/assesswp01122010

 

4.     Health Sciences and Practice Departmental Workshop Call 2011. Deadline for applications: 14th December 2010. http://www.health.heacademy.ac.uk/news-events/newsbox/news-2010/deptworkshop2011/

 

If you would like to update your details, please login to the My Academy site: https://my.heacademy.ac.uk/login/login.asp to update any of your information.

 

Kind regards

 

Charles Kasule
Communications & Resources Officer

 

Health Sciences and Practice Subject Centre

3.12 Waterloo Bridge Wing, Franklin Wilkins Building, King's College London, 150 Stamford Street London, SE1 9NH

02078484266

www.health.heacademy.ac.uk  

 

10 years of enhancing Learning and Teaching

 

PHORUS Project http://phorus.health.heacademy.ac.uk/

 



David Andrew,
Head of Academic Practice
 



The Learning Institute at Queen Mary, University of London

Mile End, London E1 4NS

02078822803

02081446753