How Health Profession Educators Should Use Social Media
1. How health professions educators
should use social media
Michelle Lin, MD
October 22, 2014
2. I do not have an affiliation (financial or otherwise)
with a pharmaceutical, medical device or
communications organization.
Je n’ai aucune affiliation (financière ou autre)
avec une entreprise pharmaceutique, un fabricant
d’appareils médicaux ou un cabinet de communication.
Michelle Lin, MD
October 23, 2014
3. There is no greater job than
being an EDUCATOR.
9. 3 groups of people in education in 2009
Clinician-educator
Educator-scholar
Digital
innovator-educator
10. 3 groups of people in education in 2009
Clinician-educator
Educator-scholar
Digital
innovator-educator
Academic
value
11. 3 groups of people in education in 2009
Academic
value
Clinician-educator
Educator-scholar
Digital
innovator-educator
12. Who our LEARNERS are listening to in 2009
Academic
value
Clinician-educator
Educator-scholar
Digital
innovator-educator
13. Who our LEARNERS are listening to in 2009
Academic
value
Clinician-educator
Educator-scholar
Digital
innovator-educator
But is this where we are in 2014?
14. Emergence of social media in Emergency Medicine
2002-2013
Cadogan M, Thoma B, Chan TM, Lin M. Free Open Access Meducation (FOAM): the rise of emergency medicine and
critical care blogs and podcasts (2002-2013). Emerg Med J. 2014 Oct;31(e1):e76-7.
15. Academic
value
Where are we in 2014?
Clinician-educator
Educator-scholar
Digital
innovator-educator
16. Academic
value
Where are we in 2014?
Clinician-educator
Educator-scholar
Digital
innovator-educator
17. Academic
value
Where are we in 2014?
Clinician-educator
Digital
innovator-educator
Educator-scholar
23. Academic
value
My vision for 2016
Clinician-educator
Digital
innovator-educator
Educator-scholar
24. Academic
value
My vision for 2016
Clinician-educator
Educator-scholar
Digital
innovator-educator
25. My vision for 2016
Academic
value Educator-scholar
Clinician-educator
Digital
innovator-educator
26. Academic
value
My vision for 2016
Clinician-educator
Digital
innovator-educator
Educator-scholar
27. Academic
value
My vision for 2016
Clinician-educator
Educator-scholar
Digital
innovator-educator
28. Academic
value
My vision for 2016
Clinician-educator
Digital
innovator-educator
Educator-scholar
29. Academic
value
My vision for 2016
Clinician-educator
Digital
innovator-educator
Educator-scholar
30. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
31. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
32. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
33. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
34. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
We want to make a difference
35. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
We want to make a difference
where the learners are
36. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
We want to make a difference...
where the learners are
as a part of a global community.
37. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
“Today’s students are no longer
the people our educational
system was designed to teach.”
- Marc Prensky,
Digital Natives, Digital Immigrants
38. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
How can I get started in the
social media movement?
39. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
You take the blue pill—the story ends, you wake up in your bed
and believe whatever you want to believe.
You take the red pill—you stay in Wonderland, and I show you
how deep the rabbit hole goes.
Remember: all I'm offering is the truth. Nothing more.
- Morpheus, The Matrix
40. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Build your digital brand identity
“All the world’s a stage.”
- William Shakespeare
As You Like It
41. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
42. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
43. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
What’s your current identity?
When it comes to your platform (identity), you
can’t afford to build your house on a rented lot.
- Michael Hyatt
Platform: Get Noticed in a Noisy World
44. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Leslie Flynn
45. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Ali Reza Jalali
47. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
I’ve assessed my digital identity.
Now what?
48. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Build your digital brand identity
Amplify your signal-to-noise ratio
49. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Home
Base
Social Media
Framework
Embassies Outposts
50. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Home
Base
Social Media
Framework
Embassies Outposts
51. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Home
Base
Social Media
Framework
Embassies Outposts
52. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Home
Base
Social Media
Framework
Embassies Outposts
53. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Google Alert
www.google.com/alerts
Emails you about internet mentions
54. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD Social Media
Framework
Home
Base
Embassies Outposts
55. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
A MUST: Join and engage in Twitter
1. Choose a timeless professional identity.
2. Add a professional photo.
3. “Lurk” for a few days.
1. Engage with others to start building your CoP.
• Provide expertise
• Add value
• Ask questions
• Role-model lifelong learning habits
56. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
How do I add value on Twitter?
Call attention to timely resource
Co-creation of knowledge
69. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Not all tweets are created equal
Twitter study of 2 million tweets
Assumption:
VALUE is suggested by ENGAGEMENT, which can be
inferred from the # of retweets
https://blog.twitter.com/2014/what-fuels-a-tweets-engagement
70. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
% Change in Retweets
https://blog.twitter.com/2014/what-fuels-a-tweets-engagement
71. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
“Twitter seems pointless in REAL academia”
72. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
“Twitter seems pointless in REAL academia”
“Tweetations” within the first 3 days of article
publication can predict highly cited articles.
Highly tweeted articles were 11 times more likely
to be highly cited than less-tweeted articles.
Eysenbach G. Can tweets predict citations? Metrics of social impact based on Twitter and correlation with
traditional metrics of scientific impact. J Med Internet Res. 2011 Dec 19;13(4):e123.
73. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
“Twitter seems pointless in REAL academia”
Build your virtual community of practice.
74. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
“Twitter seems pointless in REAL academia”
Build your virtual community of practice.
75. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
“Twitter seems pointless in REAL academia”
Build your virtual community of practice.
Ann Emerg Med 2014
76. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
“Twitter seems pointless in REAL academia”
Build your virtual community of practice.
Ann Emerg Med 2014
77. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
“Twitter seems pointless in REAL academia”
Build your virtual community of practice.
Ann Emerg Med 2014
78. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
“Twitter seems pointless in REAL academia”
Build your virtual community of practice.
CJEM 2014
79. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
“Twitter seems pointless in REAL academia”
Build your virtual community of practice.
Emerg Med J 2014
80. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
“Twitter seems pointless in REAL academia”
Build your virtual community of practice.
J Grad Med Educ 2014
81. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
“Twitter seems pointless in REAL academia”
Build your virtual community of practice.
Emerg Med J 2014
82. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
83. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
I’ve established my identity
on Twitter.
Now what?
84. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Experiment with other platforms
• Wiki
• Discussion forum
• Podcast
• Videos
85. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Experiment with other platforms
• Wiki
• Discussion forum
• Podcast
• Videos
86. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Build a home base:
Blog
Podcast
Website
87. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Build a home base:
Content is king.
88. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Best practice standards from:
• The blogging world
• User experience research
• Instructional design theories
89. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Best practice standards from the blogging world
1. Post regularity
2. Timely responses to comments
3. Spelling / grammar
4. Announce your new blog posts through “embassies”
5. Track your success (Google Analytics)
90. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
91. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
92. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Best practice standards from user experience data
http://www.nngroup.com/
93. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Eyetracking Data
1. F-style reading
http://www.nngroup.com/articles/f-shaped-pattern-reading-web-content/
http://www.nngroup.com/articles/web-writing-show-numbers-as-numerals/
94. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Eyetracking Data
• Use subheaders
• Use digits for numbers
1. F-style reading
http://www.nngroup.com/articles/f-shaped-pattern-reading-web-content/
http://www.nngroup.com/articles/web-writing-show-numbers-as-numerals/
95. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Best practice standards from instructional design theory
Mayer’s Cognitive Theory
of Multimedia Design
If content is KING, then
design is QUEEN.
99. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Before After
Issa N, Mayer RE, Schuller M, Wang E, Shapiro MB,
DaRosa DA. Teaching for understanding in medical
classrooms using multimedia design principles. Med
Educ. 2013 Apr;47(4):388-96
100. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Before After
101. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Signaling principle
People learn better when
the words include cues
about the organization of
the presentation.
102. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Signaling principle
People learn better when
the words include cues
about the organization of
the presentation.
103. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
What is the next step in the
social media movement?
Quality assessment
Credibility in academia
104. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
The concept of quality in social media
1. Social Media Index (SM-i)
A = Alexa Rank
P = Google Page Rank
T = Twitter followers
F = Facebook likes
“Power of the crowd”
105. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
The concept of quality in social media
2. Modified Delphi consensus
of bloggers and podcasters
151 Quality Indicators (QI)
through literature review,
qualitative analysis, internal
audit, and focus groups
Peterson QS, Thoma B, Milne WK, Lin M,
Chan TM. Quality Indicators for Medical
Education Blog Posts and Podcasts (2014
CAEP Conference)
106. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
The concept of quality in social media
2. Modified Delphi consensus
of bloggers and podcasters
Subthemes:
• Credibility
• Content
• Design
Bloggers identified 14 quality
indicators with ≥90%
agreement.
Peterson QS, Thoma B, Milne WK, Lin M, Chan TM.
Quality Indicators for Medical Education Blog Posts
and Podcasts (2014 CAEP Conference)
107. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
The concept of quality in social media
Today’s morning consensus session repeated the modified
Delphi consensus with medical education leaders
108. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
The concept of quality in social media
3. AIR Project (Approved Instructional Resources)
Scoring instrument to assess quality blog posts and
podcasts for graduate medical education learners in EM:
• BEEM Score
• Content Accuracy
• Educational Utility
• Evidence Based Medicine
• Referenced
109. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Academic Credibility = Sustainability
Challenge: Demonstration of digital scholarship in education
Reminiscent of struggles to define educational scholarship
110. • How Should Health Professions Educators Use Social Media| Michelle Lin, MD
Academic Credibility = Sustainability
Challenge: Demonstration of digital scholarship in education
Glassick standards for scholarship
1. Clear goals
2. Adequate preparation
3. Appropriate methods
4. Significant results
5. Effective presentation – 3P’s
• Public dissemination
• Peer reviewed
• Usable Platform
6. Reflective critique
113. My challenge to you
1.Take the red pill: Teach with reach.
2. Be the digital Swiss army knife.
3. Help develop quality standards and advance
digital scholarship.
114. There is no greater job than
being an EDUCATOR.
115. There is no greater job than
being a EDUCATOR in the
SOCIAL MEDIA world.
Hinweis der Redaktion
Answer: that you are here; that life exists, and identity; that the powerful play goes on and you may contribute a verse; that the powerful play goes on and you may contribute a verse. What will your verse be?
The spotlight no longer controlled by institutions and CME conference organizers. Now world of mouth, google search, twitter, crowdsourced.
The spotlight no longer controlled by institutions and CME conference organizers. Now world of mouth, google search, twitter, crowdsourced.
The spotlight no longer controlled by institutions and CME conference organizers. Now world of mouth, google search, twitter, crowdsourced.
The spotlight no longer controlled by institutions and CME conference organizers. Now world of mouth, google search, twitter, crowdsourced.
Learn by doing.
Be open ideas. Learn the nuances. Human centered design – don’t just theorize what could or couldn’t work.
Learn by doing.
Be open ideas. Learn the nuances. Human centered design – don’t just theorize what could or couldn’t work.
Working memory has limited capacity for both channels – auditory and visual. So maximize input to maximize learning.
Students learn better when extraneous material is excluded rather than included.
Additional author(s)
Author #1
Last name Brent
First name Thoma
Degree(s) MD, MA
Institutional affiliation Massachusetts General Hospital, Department of Emergency Medicine
Email address thoma.brent@gmail.com
Author #2
Last name Jason
First name Sanders
Degree(s) MD, PhD
Institutional affiliation University of Pittsburgh, Department of Epidemiology
Email address jasonleighsanders@gmail.com
Author #3
Last name Quinten
First name Paterson
Institutional affiliation University of Saskatchewan, College of Medicine
Email address quintenpaterson@gmail.com
Author #4
Last name Jordon
First name Steeg
Institutional affiliation University of Saskatchewan, College of Medicine
Email address jbs986@mail.usask.ca
Author #5
Last name Teresa
First name Chan
Degree(s) MD
Institutional affiliation McMaster University, Division of Emergency Medicine
Email address teresa.chan@medportal.ca
Please select the abstract category for your submission: Abstracts may be submitted in one of t...
Curriculum Evaluation/Educational Research
Purpose: Clearly describe the project's goals and objectives
To develop and evaluate the Social Media Index (SMi) using data from emergency medicine and critical care (EMCC) blogs and podcasts to measure the quality and impact social media sites.
Background: Describe how the curriculum innovation or research project was informed by knowledge of...
The number of online education resources has increased dramatically resulting in problems finding quality content and challenges assessing their scholarly contribution. In this paper we describe the SMi, which combines altmetrics to measure the impact of digital education resources.
Methods: Describe the approaches used to teach in this setting and how these approaches have been ad...
The SMi was derived using 245 EMCC blogs and podcasts, which were written in English, active within the previous 6 months, and not hosted on an institution's or medical journal's website. Data from Google PageRanks, Alexa Ranks, Facebook, and Twitter were gathered for each site. Ordinal, Logarithmic and Raw versions of the SMi were normalized and evaluated with descriptive statistics. The SMi was then applied to relevant EMCC journals and correlated with journal impact metrics (journal impact factor, its derivatives, and Eigenfactor Metrics).
Results: Describe the findings of the study/evaluation including response rate, results, and statist...
The logarithmic version of the SMi was the most statistically robust. The SMi demonstrated extremely strong temporal correlation over three weeks (r = 0.991, 0.796, 0.806; p<0.001). When applied to journals, the SMi correlated significantly with all impact metrics with the strongest correlations seen with Immediacy Index and Article Influence Score (Pearson's r = 0.609, 0.608; p<0.001). Furthermore when the SMi scores for EMCC blogs and podcasts were compared to journals, a few popular sites were as impactful as many EMCC-specific journals.
Discussion: State concisely the data-driven conclusion of your study/evaluation and how the results...
The SMi has the potential to be a reliable and accessible indicator of impact for social media websites. This could benefit medical professionals by identifying high impact resources and scholars by quantifying the value of their digital scholarship.
Reflective critique: Describe the steps taken to solicit feedback regarding your curriculum or rese...
The initial derivations of the SMi was posted for public comment on the website Academic Life in Emergency Medicine, which informed this study.
No greater example than social media and education.
Think about it- how is one to judge quality and accuracy when it’s so easy now to publish anything online? What differentiates your teachings from someone else who may be wrong?
You can think about it from 3 perspectives. As a learner new to the field, how do I know what are reliable sites to read? As an educator, where should I point these learners to? Can I trust these site? And as a P&T committee member, how can I tell if an educator’s online educational tool is high quality digital scholarship?
