This year I have been given the opportunity to talk about the potential role of social media in medical education. Thankfully I have made it to stage 8 of the 11 phases of presentation preparation, and thought it would be a good idea to get some of the concepts out as pre-reading blogposts before the actual presentations.
Essentials of Emergency Medicine Conference 2011
The scope for the talks is ‘broad’ as described by Mel Herbert, and gave me a blank canvas for the discussion.
Firstly – an exploration of the current generational trichotomy and other such neologisms
Secondly - an exploration of the fundamental ethos of social media in medical education – bringing educators and learners together, and turning passive learners into active listeners
Defining Social Media Platforms
To cope with a potentially diverse social media knowledge base I thought it prudent to define some sort of structure to the talks, and so each platform includes worked examples as well as a discussion of:
- WHAT is the social media platform?
- WHY should I use it/WHY is it useful?
- WHEN should I use it?
- HOW can I use it in the setting of social media in education?
After all, the rate of adoption amongst physicians globally is low – so what have I got to lose!
Try to define a simple approach to choosing WHICH social media platform to use:
- Low Maintenance
- Cost Effective (FREE)
The Cycle of Social Media in Medical Education
Examining the social media and medical education information cycle gives us a chance to review the ket platforms which are useful to the 16% laggards in the adoption cycle
- Blogs, blog platforms and the blogging ecosystem
- Podcasting as an extension of blogs
- Multimedia platforms (e.g. YouTube, Slideshare, Medpedia)
- Content dissemination: Locating content sources (e.g. Webicina); Delivering content (e.g. Google Reader) and Reading content (e.g. Feedly)