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This entry is out of date, and will not be updated, May 2017
Cochrane Canada Workshop Details
- This session is an overview of three popular social media technologies
- sharing real-time information and evidence; create shared value (esp. wikis)
- exchange on-the-go / mobile
- daily, informal learning "spaced education"
- social networking opportunities; aggregation and social filtering are very valuable
- knowledge translation; knowledge management;
- informal peer feedback and review
- mass communication ("information push"); clinical trial accrual (any studies?)
- interprofessional practices
- disease prevention and management
- extending interventions beyond reach of traditional healthcare
- social media can be used to disseminate evidence; studies showing how social media can be used effectively might best be called: evidence-based web 2.0
- fundamental difference between social media (and other forms of communication) is that they influence users (McLuhanesque medium/message)
- evaluating the adoption of technologies should be evidence-based
- learning web media for first timers is likelearning a new language; you cannot start with advanced mental models and metaphors that you have in your mother tongue; being advanced in your new language, its idioms, metaphors and culture have a strong influence on how you think in that language
- social media change the way we communicate; write a blog for a year and your writing (and thinking) changes
- use Twitter for a time and you will get a sense of being connected to many but understanding them on different levels
- patterns emerge on the social web over time; the ubiquitous Facebook changes how you react to being away from friends
- when you adopt a new social medium you start at the bottom as a single node; you make connections with some people that will form network by connecting to existing relationships or doing something that helps to create new relationships, like writing a blog post.
- starting again in a new space is daunting especially when digital image, influence and identity are so different
- you need to use the tools to understand what it’s like to be a node in a social network; nothing can prepare you for this experience and you won’t know what you’re doing or talking about until you learn the new language of social media
- To understand blog, wiki and microblogging tools and how they might be used in EBM / knowledge management
- To get some basic knowledge of how to select a social tool to support evidence-based practice and medical education
- To identify major blogging and wiki platforms to create accounts, new content and social networks
- To be able to assess issues of privacy on various social media platforms
- To contextualize workshop information for personal use in practice, research and continuing medical education
- To compare web 1.0 (analog, unidirectional discourse) and web 2.0 (multidirectional)
- To discuss potential for evidence-based health care (and tenets of Cochrane Collaboration)
- To highlight web 2.0 sites in medicine and stimulate debate
Previous similar Cochrane workshops & initiatives
Other background information
See also in this wiki
See also Evidence-based web 2.0 and Workshop on Using social software in health libraries
- Atreja A. Using Web 2.0 technologies to develop a resource for evidence based medicine. AMIA Annu Symp Proc. 2006:847.
- Bastian H, Glasziou P, Chalmers I. Seventy-five trials and eleven systematic reviews a day: how will we ever keep up? PLoS Med. 2010 Sep 21;7(9):e1000326..
- Boulos MNK, Maramba I, Wheeler S. Wikis, blogs and podcasts: a new generation of web-based tools for virtual collaborative clinical practice and education. BMC Med Ed. 2006;6:41.
- Chou WY, Hunt YM. Social media use in the United States: implications for health communication. J Med Internet Res. 2009;11:e48.
- Chu LF, Young C, Zamora A. Anesthesia 2.0: Internet-based information resources and web 2.0 applications in anesthesia education. Curr Opin Anaesthesiol. 2010;23:218–27.
- Clarke M. Doing new research? Don’t forget the old: nobody should do a trial without reviewing what is known. PLoS Med. 2004:100–102.
- Eaton L. Evidence based research for coping in emergencies goes online. BMJ. 2005;330(7497):926.
- Eysenbach G. Medicine 2.0: social networking, collaboration, participation, apomediation, and openness. J Med Internet Res. 2008;10(3):e22.
- Fraser AG, Dunstan FD. On the impossibility of being an expert. BMJ. 2010;341:c6815.
- Gambadauro P, Magos A. Office 2.0: a web 2.0 tool for international collaborative research. Lancet. 2008;371(9627)31:1837-1838.
- Giustini D. Social media trends for health librarians: a primer on using social media for clinical disease surveillance. JCHLA / JABSC. 2012;33:92-4.
- Greysen SR, Kind T, Chretien KC. Online Professionalism and the Mirror of Social Media. J Gen Intern Med. 2010 Jul 15.
- Hemmil. The appropriation and repurposing of social technologies in higher education. J Computer Assisted Learning. 25(1):19-30.
- Kapp JM, LeMaster JW. Updating public health teaching methods in the era of social media. Public Health Rep. 2009;124(6):775-7.
- Lupianez Villaneuva F. Opportunities and challenges of web 2.0 within the health care systems: an empirical exploration. Informatics for Health & Social Care. 2009;34(3):117–126.
- Madden M, Smith A. Reputation management. Pew Internet and American Life Project. http://www.pewinternet.org/Reports/2010/Reputation-Management.aspx
- McGee JB, Begg M. What medical educators need to know about “web 2.0.” Med Teach. 2008;30:164–169.
- Scanfeld D, Scanfeld V, Larson EL. Dissemination of health information through social networks: Twitter and antibiotics. Am J Infect Control. 2010;38(3):182-8.
- Spallek H, O'Donnell J, Clayton M, Anderson P, Krueger A. Paradigm shift or annoying distraction – emerging implications of web 2.0 for clinical practice. Appl Clin Inf. 2010;1:96-115.
- Straus SE, Haynes RB. Managing evidence-based knowledge: the need for reliable, relevant and readable resources. Can Med Assoc J. 2009;180(9):942–945.
- Tharyan P, Clarke M, Green S. How the Cochrane Collaboration is responding to the Asian Tsunami. PLoS Med. 2(6):e169.
- Thompson LA, Dawson K. The intersection of online social networking with medical professionalism. J Gen Intern Med. 2008;23(7):954-7.
Research using repetition technologies
- SpacedEd Research http://www.spaceded.com/info/research
- based on the spacing effect; people learn more effectively when presented information repeated over spaced intervals
- questions sent via RSS, e-mail, Twitter; answers may be posted using connected devices, reflecting how health professionals communicate
- Long A, Kerfoot BP. Online spaced education to supplement live courses. Med Ed. 2010;44:519–520.
- adaptive spaced education boosts learning efficiency
- Kerfoot BP. Interactive spaced education to assess and improve knowledge of clinical practice guidelines: a randomized controlled trial. Ann Surg. 2009;249(5):744–9.
- describes novel email-based method of online education founded on the spacing effect