Social Media and Healthcare
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Articles and Discussions on the  intersection of Social Media and Healthcare. Relevant to Healthcare Practitioners, Pharma', Insurance, Clinicians, Labs, Health IT Vendors, Health Marketeers, Health Policy Makers, Hospital Administrators.
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The Benefits of Massive Online Delivery of the WHO's Technical Guidance on Covid-19

The Benefits of Massive Online Delivery of the WHO's Technical Guidance on Covid-19 | Social Media and Healthcare | Scoop.it

The World Health Organization (WHO) expanded access to web-based learning for COVID-19 through its open-learning platform for health emergencies, OpenWHO.

 

Throughout the pandemic, OpenWHO has continued to publish learning offerings based on the WHO’s emerging evidence-based knowledge for managing the COVID-19 pandemic.

 

This study presents the various findings derived from the analysis of the performance of the OpenWHO platform during the pandemic, along with the core benefits of massive web-based learning formats.

 

The following factors have led to the success of this unprecedented training and learning response in response to the current pandemic:

 

  1. Equity: the design of learning activities is based on the principles of equity to health, supported by equity in access to education, and learning for health. Cost and digital barriers often inhibit those who most need knowledge from accessing it. The elimination of these barriers has been the fundamental premise of the WHO’s health emergency training response. Equitable access to critical health emergency knowledge helps provide core learning in the native languages of the most vulnerable populations and includes sign language.
  2. Accessibility: web-based learning enables participants with even basic technology to access learning from almost anywhere in the world. OpenWHO courses are globally successful because they are free, self-paced, low-bandwidth adjusted, downloadable and portable, and available on any device. Offline options increase access even further.
  3. Flexibility: self-paced mass web-based learning delivery enables individuals to learn at their own speed, at their preferred time, and in their preferred place. It builds on and provides for the learners’ preferences and availability.
  4. Learner-centricity: user-friendly options allow individuals to choose formats specific to their learning needs and provide the basis for more customized “just-in-time” learning experiences and continuous, lifelong learning.
  5. Quality: courses that are based on the latest scientific evidence and on WHO technical guidance and the use of adult learning techniques assure the quality of content and enhance learning.

 

This is the first time in the WHO’s history that a learning resource has been launched this rapidly in high-quality, globally accessible learning formats, which are widely and freely available on a massive scale to manage a health threat.

 

The pandemic has shown that web-based learning is no longer a temporary replacement for direct training, but rather a new way for more efficient and equitable learning.

 

The experience and findings reported herein provide guidance for any individual to be better prepared for subsequent instances where a major and fast learning response is required.

 

access the entire study report at https://publichealth.jmir.org/2021/4/e28945

 

nrip's insight:

Online learning is here to stay. The pandemic has shown that web-based learning is no longer a temporary replacement for direct training, but rather a new way for more efficient and equitable learning.

 

There have been several challenges related to e-Learning which have been discovered by it being used excessively over the past one year, and solving these has led to a better, richer mechanism of delivering online training/ enabling online learning.

 

One of the biggest takeways from OpenWHO's success is that 

  • Courses should be reasonably priced or free
  • The learning mode should be self-paced
  • The content delivery should be adjusted for Low-bandwidth
  • Content should be Downloadable and portable
  • The Delivery tools should be Available on any device.
  • The tools must be able to function even when the devices are offline

 

At Plus91 we have urged healthcare organizations, administrator and doctors to willfully adopt mobile learning for

- Internal Training

- Patient Education

- Offering lectures and training to external trainees for free or for a fee.

 

In case you'd like to discuss Mobile Learning or have a demo of our Open Source Mobile Learning Platform, please feel free to contact us using the form or by visiting the Medixcel mLearn product page

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Social Media for Residency Programs – #ABIM, #FOAMed, #MedEd

Social Media for Residency Programs – #ABIM, #FOAMed, #MedEd | Social Media and Healthcare | Scoop.it

There has been a lot of discussion lately around the use of social media in medical education. The topic has been researched, discussed and analyzed. Our favorite social media tool for ABIM exam review / medical education is twitter. The platform provides a convenient way to teach, learn from, and connect with others interested in medical education. Our belief is that it can be a powerful tool for residency programs to enhance medical education for their residents. Below is our list of the top internal medicine residency programs using twitter as an education tool:

East Carolina University (@ecuimchiefs) – Internal medicine pearls, trivia, and ABIM exam style clinical vignette questions

University of Chicago (@MedChiefs) – Great internal medicine pearls and information to stay current on what’s happening

University of Texas Health and Science Center in San Antonio (@UTHSCSAIMres) – Great use of twitter for internal medicine board exam prep

New Hanover Regional Medical Center (@NHRMC_IM) – Sharing pearls useful for ABIM board exam review

Thomas Jefferson University Hospital (@JeffIMchiefs) – Sharing pearls and valuable medical education articles

University of Nebraska Medical Center (@UNMCIMResidency) – Use of twitter to update residents on conferences and seminars

University of Florida (@UFGenIM) – Sharing important medical education articles

West Virginia University (@WVUim) - Occassional board pearls and RTs of important NEJM articles

There are a few other residency programs on twitter but the posts are few and far in-between. Here’s hoping other IM residency programs follow the lead of the programs above and begin using twitter to provide medical education to their residents! Fortunately, there are some top notch educators have joined twitter to provide #FOAMed (Free Open Access Medical Education). Below is our attempt to list some of the best educators for medical education and internal medicine (ABIM) exam prep.

This is by no means a complete list – In fact, there are a lot more educators and #FOAMed enthusiasts that are on twitter. This is simply a small list of people to follow for Internal Medicine Board exam prep. Even then – we are certain we have missed some really great handles! We’ll keep updating it.

We are also counting on our twitter followers to help make this the best list possible:

Knowmedge (@knowmedge) Salim Rezaie (@srrezaie)UTHSCSA Pearls (@UTHSCSAPearls)Internal Medicine (@IMMemorandum)Medicinemia (@Medicinemia)Joel Topf (@kidney_boy)Edgar V. Lerma (@edgarvlermamd)Haney Mallemat (@Criticalcarenow)Nikita Joshi (@njoshi8)Matt Astin (@mastinmd)Conrad Fischer (@SeeFisch)David Marcus (@EMIMDoc)FOAM Highlights (@FOAM_Highlights)Javier Benetiz (@jvrbntz)Natalie May (@_NMay)

While this post is focused on use of twitter for internal medicine education / ABIM, we would be remiss if we didn’t point out a couple of great #FOAMed lists – GoogleFOAM and Dave Townsend’s “Internet Resources for Medical Students”. Twitter is a fantastic tool for education – there is already a strong and growing #FOAMed and #MedEd community that exists.

If you or your medical residency program are not already on twitter, we highly recommend joining in the conversation! Happy tweeting! #ABIM #MedEd #FOAMed

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