RESOURCE: Motivating Adult Learners [YouTube]
(includes a very specific definition of “adult learners”)
ABSTRACT: Do Patients “Like” Good Care? Measuring Hospital Quality via Facebook
Abstract
With the growth of Facebook, public health researchers are exploring the platform’s uses in health care. However, little research has examined the relationship between Facebook and traditional hospital quality measures. The authors conducted an exploratory quantitative analysis of hospitals’ Facebook pages to assess whether Facebook “Likes” were associated with hospital quality and patient satisfaction. The 30-day mortality rates and patient recommendation rates were used to quantify hospital quality and patient satisfaction; these variables were correlated with Facebook data for 40 hospitals near New York, NY. The results showed that Facebook “Likes” have a strong negative association with 30-day mortality rates and are positively associated with patient recommendation. These exploratory findings suggest that the number of Facebook “Likes” for a hospital may serve as an indicator of hospital quality and patient satisfaction. These findings have implications for researchers and hospitals looking for a quick and widely available measure of these traditional indicators.
ABSTRACT: Use of Social Media by Spanish Hospitals: Perceptions, Difficulties, and Success Factors. [Telemed J E Health. 2013] – PubMed – NCBI
Abstract
Abstract This exploratory study has two aims: (1) to find out if and how social media (SM) applications are used by hospitals in Spain and (2) to assess hospital managers’ perception of these applications in terms of their evaluation of them, reasons for use, success factors, and difficulties encountered during their implementation. A cross-sectional survey has been carried out using Spanish hospitals as the unit of analysis. Geographical differences in the use of SM were found. Social networks are used most often by larger hospitals (30% by medium-size, 28% by large-size). They are also more frequently used by public hospitals (19%, p<0.01) than by private ones. Respondents with a negative perception of SM felt that there is a chance they may be abused by healthcare professionals, whereas those with a positive perception believed that they can be used to improve communication both within and outside the hospital. Reasons for the use of SM include the idea of maximizing exposure of the hospital. The results show that Spanish hospitals are only just beginning to use SM applications and that hospital type can influence their use. The perceptions, reasons for use, success factors, and difficulties encountered during the implementation of SM mean that it is very important for healthcare professionals to use SM correctly and adequately.
via Use of Social Media by Spanish Hospitals:… [Telemed J E Health. 2013] – PubMed – NCBI.
MANUSCRIPT: Fostering and Evaluating Reflective Capacity in Medical Education: Developing the REFLECT Rubric for Assessing Reflective Writing
Purpose
Reflective writing (RW) curriculum initiatives to promote reflective capacity are proliferating within medical education. The authors developed a new evaluative tool that can be effectively applied to assess students’ reflective levels and assist with the process of providing individualized written feedback to guide reflective capacity promotion.
http://bevwin.pbworks.com/w/file/fetch/50335188/REFLECT rubric to assess reflective writing.pdf
Recent Reactions to the “Natural Learning Action” Model
“This is game changing…”
“…you are right, these actions are so natural we hardly ever think about them…”
“If I had understood these learning actions when I was in practice, everything about my lifelong learning would have been more efficient!”
Having spent the better part of the past year exploring what has become my Natural Learning Actions model, I am still energized by the reactions that the model continues to elicit. When speaking with clinicians they quickly appreciate how their lifelong learning process could be made much more effective and efficient. When speaking with faculty members they immediately understand how their time and energy could be made much more productive. And, having spent the past four days engaging with nearly 1400 CE professionals gathered in San Francisco; it appears that those who plan, develop, and distribute the continuing education that informs the US healthcare system are starving for a new vision for learning and assessment too.
In more than two dozen conversations had with medical educators representing academic medical centers, small state societies, large medical associations, medical education companies, and even government organizations and payors, there was universal appreciation that the traditional model of developing and delivering content without consideration of these natural learning actions will rarely lead to significant learning or behavior change – that this community may embrace this model is a promising breath of fresh air, but much, much more work remains to be done. The fact is the community of planners and faculty and learners number into the hundreds of thousands and for the fullest impact of the Natural Learning Actions model to be felt, we must ensure the model is more broadly recognized and understood.
Over the coming weeks we will be announcing a research and publication plan to develop a set of peer-reviewed, evidence-based resources that will serve as the foundational knowledge base for medical educators. I am thrilled to know that several of our partners are equally committed to this research and publication plan. Stay tuned for more on these efforts, but in short here is our collective vision: There is a critical need to review and summarize the parallel sciences of note-taking, reminder systems, search, and social learning such that learners, faculty, and planners can each fully leverage this knowledge base within their educational practices and lifelong learning.
As much as I love to introduce and explain the Natural Learning Actions model to peers and colleagues, the reactions and experiences that I collected while in San Francisco over the past 4 days suggest a broader communication plan is critical to help this community quickly transform their programs.
One final thought, if you are interested in participating in the research and publication plans please send me an email ([email protected]) – the more minds (and perspectives) we have working on these efforts the greater the impact will be!
All the best,
Brian
RESOURCE: 40 Useful Tips For Anyone Taking A MOOC
Once, students had to pay a pretty penny to get access to Ivy League courses and top-tier educational resources. Those days are long gone, as there are now thousands of free online learning opportunities available from some of the biggest names in education and business in the world.As these resources have grown in number and the list of institutions providing them has become ever more prestigious, free online courses are gaining legitimacy with employers as a method of learning valuable job skills.
What are the Natural Learning Actions of the ‘adult learner’? – ArcheMedX Blog
Welcome back to the ArcheMedX blog.
Perhaps the primary theme we will explore within the pages of the ArcheMedX blog is that “the cognitive process of learning is built upon a series of natural learning actions.” If applied properly, these learning actions allow an adult learner to extract critical insights – behavior changing insights – from the new and emerging information that is available to inform clinical practice. And, while the idea of understanding and supporting the natural learning actions of clinician learners is not entirely new, it has never before been so clearly defined.
To understand what we mean it might help to consider how you personally react to new information as it is being presented to you. Put yourself in the seat of a learner: What do you do as you listen to a lecture or a panel discussion or engage with educational content of any kind?
Chances are you engage in one of four natural learning actions: 1) you take a note, 2) you attempt to craft reminders which will help you reflect over time, 3) you immediately search for related information to provide greater context, or 4) you reach out to a trusted colleague to understand his or her own understanding and practice.
Over the course of hundreds of interviews I have conducted over the past year, I have come to learn that up to 85% of adult learners self-identify with these actions, and this is why I have come to call them the ‘natural learning actions.’ What’s more, of the ~15% of learners who claim not to take notes, for example, upon deeper investigation it appears that these non-note-takers have simply become so frustrated with their own learning actions that they have given up. Instead of taking notes, setting reminders, or conducting related searches, they simply look for the one or two things on which they can take immediate action and they admit to ignoring 90-95% of the lessons they could have learned – they readily acknowledge that they, “…can only manage so much information at one time.”
Despite the fact that I have met very few adult learners who cannot relate to these natural learning actions, it does not mean that effectively leveraging the learning actions is the norm – in fact, this is far from the case. From our interviews it appears that while the vast majority can relate, very few clinician learners have refined or evolved these learning actions to the point where learning is simplified. The reality is that there is very little awareness of these actions and how they either support or undermine learning.
This is the dual edge sword of any natural action: the actions become intimately entwined in what it means to learn, but they are consistently overlooked and underappreciated by learners and researchers alike. One would think that actions found to be so critical to learning would be well-studied and well-supported, but just the opposite is true. Just because a learner has been taking notes, setting reminders, conducting related searches, or even engaging in social learning since high school or college; this does not mean that they have refined these actions.
So what is our takeaway message? The reality is that there are few if any supportive devices to ensure that learners may optimize these very natural actions. Said another way, no one to date has engineered a learning architecture that ensures that the natural learning actions can be efficiently, effectively, even habitually leveraged to accelerate learning and to bend the forgetting curve.
Until now.
We are looking forward to sharing our vision within the pages of this blog. In the meantime, think about how you learn, what learning actions you take – you might be surprised by how logical this learning action framework is and you might surprised by what happens when you begin to evolve your own personal learning architecture.
All the best,
Brian
