 An example of how Twitter was used during the health crisis in Haiti ... Cochrane Canada 2011 Workshop Details
Overview
- This session is an overview of three popular social media technologies
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Benefits to using social media to promote EBP
- 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 practice?
- 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
Learning goals
- To understand blog, wiki and microblogging tools and how they might be used in EBM / knowledge management
- crux of the matter is information overload; and "We continue to live with these two problems—an overload of unfiltered information and lack of open access to information relevant to the well-being of patients."
- 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
Backchannel
- 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 
References
- Agichtein, Castillo, Donato, Gionis, and Mishne. (2008). Finding high-quality content in social media. Proceedings of the international conference on Web search and web data mining. Palo Alto, CA, 183-194.
- Atreja A, Messinger-Rapport B, Jain A, Mehta N. 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, 2010 Seventy-Five Trials and Eleven Systematic Reviews a Day: How Will We Ever Keep Up?. PLoS Med 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 Medical Education. 2006;6:41.
- Chou WY, Hunt YM, Beckjord EB, Moser RP, Hesse BW. Social media use in the United States: Implications for health communication. J Med Internet Res. 2009;11:e48.
- Chu LF, Young C, Zamora A, Kurup V, Macario 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 1 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. BMJ2010;341:c6815.
- Grajales III F and Clauson K. To tweet or not to tweet? :Exploring the role of social media for [public] health. http://www.slideshare.net/ciscogiii/to-tweet-or-not-to-tweet-exploring-the-use-of-social-media-for-public-health
- Gambadauro P, Magos A. Office 2.0: a web 2.0 tool for international collaborative research Lancet 2008;371(9627)31:1837-1838.
- Greysen SR, Kind T, Chretien KC. Online Professionalism and the Mirror of Social Media. J Gen Intern Med. 2010 Jul 15.
- Hemmil, Baynel, and Land. (February 2009). The appropriation and repurposing of social technologies in higher education. Journal of Computer Assisted Learning, 25(1): 19-30. Retrieved online September 29, 2010.
- Kapp JM, LeMaster JW, Lyon MB, Zhang B, Hosokawa MC. Updating public health teaching methods in the era of social media. Public Health Rep. 2009 Nov-Dec;124(6):775-7.
- Lupianez Villaneuva F, Mayer MA, Torrent J. 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. and Smith, A. (May 26, 2010). 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, S. E. & Haynes, R. B. (2009) Managing evidence-based knowledge: the need for reliable, relevant and readable resources. Canadian Medical Association Journal, 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, Ferdig R, Black EW, Boyer J, Coutts J, Black NP. The intersection of online social networking with medical professionalism.J Gen Intern Med. 2008 Jul;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, Chopra S, Shaw T. Online spaced education to supplement live courses. Medical Education. 2010;44:519–520.
- adaptive spaced education boosts learning efficiency
- Kerfoot BP, Kearney MC, Connelly D, Ritchey ML. Interactive spaced education to assess and improve knowledge of clinical practice guidelines: a randomized controlled trial. Ann Surg, 2009 May;249(5):744-9.
- describes novel email-based method of online education founded on the spacing effect
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