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ABSTRACT: The emerging role of social media in urology.

Social media have become so integrated into modern communications as to be universal in our personal and, increasingly, professional lives. Recent examples of social media uptake in urology, and the emergence of data to quantify it, reveal the expansion of conventional communication routes beyond the in-person forum. In every domain of urologic practice, from patient interaction through research to continuing professional development, the move online has unlocked another layer of conversation, dissemination, and, indeed, caveats. Social media have a democratizing effect, placing patients, trainees, practitioners, and thought leaders in the same arena and on equal footing. If uptake of social media in medicine even remotely parallels its rise to ubiquity in other areas, it will only expand and evolve in the coming years. For these reasons, this article presents an overview of the most recent data on the impact and potential complications of social media usage in the urologic community.

via The emerging role of social media in urology. [Rev Urol. 2014] – PubMed – NCBI.

ABSTRACT: Analysis of the Social Network Development of a Virtual Community for Australian Intensive Care Professionals

Social media platforms can create virtual communities, enabling healthcare professionals to network with a broad range of colleagues and facilitate knowledge exchange. In 2003, an Australian state health department established an intensive care mailing list to address the professional isolation experienced by senior intensive care nurses. This article describes the social network created within this virtual community by examining how the membership profile evolved from 2003 to 2009. A retrospective descriptive design was used. The data source was a deidentified member database. Since 2003, 1340 healthcare professionals subscribed to the virtual community with 78% of these (n = 1042) still members at the end of 2009. The membership profile has evolved from a single-state nurse-specific network to an Australia-wide multidisciplinary and multiorganizational intensive care network. The uptake and retention of membership by intensive care clinicians indicated that they appeared to value involvement in this virtual community. For healthcare organizations, a virtual community may be a communications option for minimizing professional and organizational barriers and promoting knowledge flow. Further research is, however, required to demonstrate a link between these broader social networks, enabling the exchange of knowledge and improved patient outcomes.

via Analysis of the Social Network Developmen… [Comput Inform Nurs. 2014] – PubMed – NCBI.

MANUSCRIPT: Social media and rating sites as tools to understanding quality of care: a scoping review.

BACKGROUND:
Insight into the quality of health care is important for any stakeholder including patients, professionals, and governments. In light of a patient-centered approach, it is essential to assess the quality of health care from a patient’s perspective, which is commonly done with surveys or focus groups. Unfortunately, these “traditional” methods have significant limitations that include social desirability bias, a time lag between experience and measurement, and difficulty reaching large groups of people. Information on social media could be of value to overcoming these limitations, since these new media are easy to use and are used by the majority of the population. Furthermore, an increasing number of people share health care experiences online or rate the quality of their health care provider on physician rating sites. The question is whether this information is relevant to determining or predicting the quality of health care.
OBJECTIVE:
The goal of our research was to systematically analyze the relation between information shared on social media and quality of care.
METHODS:
We performed a scoping review with the following goals: (1) to map the literature on the association between social media and quality of care, (2) to identify different mechanisms of this relationship, and (3) to determine a more detailed agenda for this relatively new research area. A recognized scoping review methodology was used. We developed a search strategy based on four themes: social media, patient experience, quality, and health care. Four online scientific databases were searched, articles were screened, and data extracted. Results related to the research question were described and categorized according to type of social media. Furthermore, national and international stakeholders were consulted throughout the study, to discuss and interpret results.
RESULTS:
Twenty-nine articles were included, of which 21 were concerned with health care rating sites. Several studies indicate a relationship between information on social media and quality of health care. However, some drawbacks exist, especially regarding the use of rating sites. For example, since rating is anonymous, rating values are not risk adjusted and therefore vulnerable to fraud. Also, ratings are often based on only a few reviews and are predominantly positive. Furthermore, people providing feedback on health care via social media are presumably not always representative for the patient population.
CONCLUSIONS:
Social media and particularly rating sites are an interesting new source of information about quality of care from the patient’s perspective. This new source should be used to complement traditional methods, since measuring quality of care via social media has other, but not less serious, limitations. Future research should explore whether social media are suitable in practice for patients, health insurers, and governments to help them judge the quality performance of professionals and organizations.

via Social media and rating sites as tools to… [J Med Internet Res. 2014] – PubMed – NCBI.

ABSTRACT: How can research keep up with eHealth? Ten strategies for increasing the timeliness and usefulness of eHealth research.

BACKGROUND:
eHealth interventions appear and change so quickly that they challenge the way we conduct research. By the time a randomized trial of a new intervention is published, technological improvements and clinical discoveries may make the intervention dated and unappealing. This and the spate of health-related apps and websites may lead consumers, patients, and caregivers to use interventions that lack evidence of efficacy.
OBJECTIVE:
This paper aims to offer strategies for increasing the speed and usefulness of eHealth research.
METHODS:
The paper describes two types of strategies based on the authors’ own research and the research literature: those that improve the efficiency of eHealth research, and those that improve its quality.
RESULTS:
Efficiency strategies include: (1) think small: conduct small studies that can target discrete but significant questions and thereby speed knowledge acquisition; (2) use efficient designs: use such methods as fractional-factorial and quasi-experimental designs and surrogate endpoints, and experimentally modify and evaluate interventions and delivery systems already in use; (3) study universals: focus on timeless behavioral, psychological, and cognitive principles and systems; (4) anticipate the next big thing: listen to voices outside normal practice and connect different perspectives for new insights; (5) improve information delivery systems: researchers should apply their communications expertise to enhance inter-researcher communication, which could synergistically accelerate progress and capitalize upon the availability of “big data”; and (6) develop models, including mediators and moderators: valid models are remarkably generative, and tests of moderation and mediation should elucidate boundary conditions of effects and treatment mechanisms. Quality strategies include: (1) continuous quality improvement: researchers need to borrow engineering practices such as the continuous enhancement of interventions to incorporate clinical and technological progress; (2) help consumers identify quality: consumers, clinicians, and others all need to easily identify quality, suggesting the need to efficiently and publicly index intervention quality; (3) reduce the costs of care: concern with health care costs can drive intervention adoption and use and lead to novel intervention effects (eg, reduced falls in the elderly); and (4) deeply understand users: a rigorous evaluation of the consumer’s needs is a key starting point for intervention development.
CONCLUSIONS:
The challenges of distinguishing and distributing scientifically validated interventions are formidable. The strategies described are meant to spur discussion and further thinking, which are important, given the potential of eHealth interventions to help patients and families.

via How can research keep up with eHealth? Te… [J Med Internet Res. 2014] – PubMed – NCBI.

ABSTRACT: The National Institutes of Health’s Big Data to Knowledge (BD2K) initiative: capitalizing on biomedical big data

Biomedical research has and will continue to generate large amounts of data (termed ‘big data’) in many formats and at all levels. Consequently, there is an increasing need to better understand and mine the data to further knowledge and foster new discovery. The National Institutes of Health (NIH) has initiated a Big Data to Knowledge (BD2K) initiative to maximize the use of biomedical big data. BD2K seeks to better define how to extract value from the data, both for the individual investigator and the overall research community, create the analytic tools needed to enhance utility of the data, provide the next generation of trained personnel, and develop data science concepts and tools that can be made available to all stakeholders.

via The National Institutes of Health’s Big Data to Knowledge (BD2K) initiative: capitalizing on biomedical big data — Margolis et al. 21 (6): 957 — Journal of the American Medical Informatics Association.

All good educational planning is agile educational planning

Having returned from the CBI Grants Forum in Philadelphia last week, I have had some time to reflect on one of the primary issues raised over the course of the two day meeting. In several sessions speakers referenced best practices in educational design – while the presentations themselves covered a myriad of case studies (especially in the Innovative Educational Programming Showcase on day two) the topic I believe garnered the most discussion was the critical importance of agile educational design introduced in collaboration with one of our Educational Partners, Dr. Timothy Hayes.

For those unfamiliar with the idea, agile educational design is a framework for content refinement and optimization anchored in formative assessment. That is to say that regardless of how thorough ones educational planning process is, not until you have definitive metrics of how learners are engaging with your content will you ultimately understand what is working and what might need to be refined.

What I find most interesting about this move towards agile educational planning, is that it is in many ways a double-edged sword. Without a well-designed model for measuring the impact of a planned intervention, educational planners will not have the data they need to understand if the intervention worked and why. But without a flexible educational development and delivery model, educational planners will not have the ability to refine and optimize the planned intervention. Said another way, if you don’t use your data early and often AND if you can’t easily modify and update content, you cannot practice agile educational planning – instead your educational interventions are static, unchanging, and often, far less effective than they could be.

As you reflect on the planning process you use, are you ensuring that there are defined periods of interim reporting and analysis? Likewise, are you leveraging technology or content creation tools that allow content to evolve, or breath, over time?LAM

From the discussions that occurred within the CBI conference it seemed that while most in the room almost immediately acknowledged the value of agile educational planning, few had experience with the concept, and fewer still had the ability or opportunity to leverage it – they simply are not prepared to measure, analyze, and course correct content as needed.

In many respects this is why we have developed the Learning Actions Model – it provides our partners with the tool set to become far more agile in their planning process. By making our innovative suite of learning analytics available in real-time, and by providing a robust set of lesson creation tools that are flexible and easy to use; the Learning Actions Model and the ArcheViewer eLearning platform have proven themselves to be an invaluable resource for the CE community.

While there were several other great pearls to be learned at this Fall’s meeting, it is hard to think of one as practical or critical as this, “All good educational planning is agile educational planning!!”

 

RESOURCE: The complete guide to taking notes effectively at work

Many of us take notes in meetings and never go back to read them again. Does that do enough to organize and cement our memory of the essential takeaways? Likely not on its own—re-reading notes later does make a difference, according to experts. Research published in the Teaching of Psychology Journal in the ’80s concluded that students were messing up on their tests not because they’d taken bad notes, but because they weren’t re-reading them before the exams. And researchers at Keele University in the UK found that three-quarters of academic studies on note-taking concluded its chief value was storing information so it could be consulted later. The takeaway: if you have a bunch of pads or notebooks filled with meeting notes that you never consult, your note-taking isn’t providing the most value over time.

via The complete guide to taking notes effectively at work – Quartz.

ABSTRACT: Evaluating neurology CME in two educational methods using Patton’s utilization focused model

BACKGROUND:
Generally in continuing education medical education (CME) the most time is consumed for in the planning and preparation of the event. This planning and preparation, however, needs recognition through an evaluative process. The purpose of this study was to evaluate neurology CME in two educational methods, lecture vs task-based learning, using Patton’s utilisation focused model.
METHODS:
This was an observational, cross-sectional inquiry. The questionnaire evaluated the educational elements such as learning objectives met, content covered, presentations at the level of understanding, level of interaction, knowledge gained, time management, queries responded, organisation, quality of learning material and overall grading of the educational event. General Practitioners were the key participants in this evaluation and consisted of 60 self-selected physicians distributed equally in both the TBL and lecture groups. Patton’s utilization focused model was used to produce findings for effective decision making. The data were analysed using Mann-Whitney U test to know the value of the learning method that satisfied the most participants.
RESULTS:
A total of 58 evaluations were returned, 29 from the TBL group and 29 from the lecture. The analysis of the elements showed higher mean ranks for TBL method ranging between 32.2 and 38.4 versus lecture (20.6-26.8). Most of the elements assessed were statistically significant (p > 0.05), except time management (p = 0.22). However, elements as ‘objectives of the activity met’ (p = 0.07), ‘overall grading of the event’ (p = 0.06) and ‘presentations at the level of understanding’ (p = 0.06) were at border line. Of the 29 respondents in the TBL group, 75% rated all the elements of the program above very good. In the lecture group, 22 (75%) respondents out of 29 rated almost half of the elements above very good.
CONCLUSION:
Majority of respondents in the TBL group rated all program elements as exceptional compared to the lecture group in which only half of the elements were rated above very good. Task-based learning method made the most impact on participants’ satisfaction.

via Evaluating neurology CME … [J Ayub Med Coll Abbottabad. 2013 Jan-Jun] – PubMed – NCBI.

MANUSCRIPT: Impact of physician assistants on the outcomes of patients with acute myelogenous leukemia receiving chemotherapy in an academic medical center.

PURPOSE:
Inpatient academic medical center care historically has been delivered by faculty physicians in conjunction with physicians in training (house officers [HOs]). Alternative staffing models have emerged secondary to American Counsel for Graduate Medical Education work-hour restrictions. The purpose of this study was to assess the quality of acute myelogenous leukemia (AML) care provided by a physician assistant (PA) service compared with a traditional model.
PATIENTS AND METHODS:
Data were retrospectively collected on patients admitted with AML for reinduction chemotherapy from 2008 to 2012. Primary outcome measures were inpatient mortality and length of stay (LOS). Secondary measures included readmissions, intensive care unit (ICU) transfers, consults requested, and radiologic studies ordered.
RESULTS:
Ninety-five patients with AML were reviewed. Forty-seven patients (49.5%) were admitted to the HO service, and 48 patients (50.5%) were admitted to the PA service. Demographic data were similar between services. LOS was significantly different between the services, with a mean of 36.8 days with the HO model compared with 30.9 days with the PA service (P=.03). The 14-day readmission rate also differed significantly; it was 10.6% (five of 47 patients) and zero for the HO and PA models, respectively (P=.03). The mean number of consults with the HO model was 2.11 (range, zero to five) versus 1.47 (range, zero to four) with the PA service (P=.03). Mortality and ICU transfers were not significantly different.
CONCLUSION:
The data demonstrate equivalent mortality and ICU transfers, with a decrease in LOS, readmission rates, and consults for patients cared for in the PA service. This suggests that the PA service is associated with increased operational efficiency and decreased health service use without compromising health care outcomes.

via Impact of physician assistants on the outcomes… [J Oncol Pract. 2013] – PubMed – NCBI.

ABSTRACT: Doctoral programs in health professions education

The interest to pursue doctoral degrees in the health professions is increasing exponentially. Some reasons for this increase include innovations in curriculum and instructional strategies, competency-based assessment, particularly at the postgraduate level, and accreditation requirements. Through various electronic search methods, interviews, review of documents and site visits, 24 structured doctoral programs were identified worldwide that offer a PhD in health professions education (HPE) or medical education. A number of other programs were also identified that do not follow a structured curriculum; however, through supervision and guidance, candidates could complete a number of publishable projects thus meeting the requirements for a doctorate degree. Also, some institutions train fellows for doctoral degrees in HPE without necessarily advertising or labeling the programs as a PhD in medical or HPE. There are also discipline-specific PhDs, such as medicine and dentistry, which focus on education. For example, a student interested in studying surgical technical skills could be directed to take a PhD in kinesiology. It is time for institutions and individuals to start thinking about disciplinary diversity and not focus exclusively on studies of medical education.

via Doctoral programs in health professions education. [Med Teach. 2014] – PubMed – NCBI.