Social Media and Healthcare
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Social Media and Healthcare
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 |

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


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 Education Should be Tailored to the User

Social Media Education Should be Tailored to the User | Social Media and Healthcare |

When we think about the boundaries of communication technology and social media, we tend to put students, residents, and faculty into the same bucket. Policies for one are the policies for the others. But these are all very different people with respect to their ability to understand and handle their public presence.


The latitude given a publicly seasoned attending should be different than that of third-year medical student. For example, I encourage students to avoid online discussion about the hospitals they are rotating in. This is because:


  • They don’t yet know what represents the normal workings of a hospital. There are things that seem strange or unjust to a trained eye but happen for a good reason. Perhaps more important, the viewing public doesn’t understand what students don’t know.
  • Students are sorting out what represents the thoughts and ideas for their close personal network versus those for global publication. They’re learning which conversations belong where.
  • They’re figuring out their public presence

Students come to medicine with a relatively self-focused view of their networked world, and don’t yet understand how they fit into the broader networked world. As they mature professionally, they recognize that they are part of a broader community, which brings accountability. This progression has real importance when we expose ourselves to the great wide open.


The way we handle ourselves must be driven by the context of where we are. Discussions, guidelines, and educational programs need to be designed around the specific differences that exist at various levels of experience and clinical maturity. Not all policies fit these different levels.


While the principles of privacy and professionalism in the public space shouldn’t differ at any level, the way we approach and discuss those principles necessarily must.

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