Stephanie Sutherland

Social media and medical education: Exploring the potential of Twitter as a learning tool

This study set out to explore the ways in which social media can facilitate learning in medical education. In particular we were interested in determining whether the use of Twitter during an academic conference can promote learning for participants. The Twitter transcript from the annual International Conference on Residency Education (ICRE) 2013 was qualitatively analysed for evidence of the three overarching cognitive themes: (1) preconceptions, (2) frameworks, and (3) metacognition/refl ection in regard to the National Research Council ’ s (NRC) How People Learn framework . Content analysis of the Twitter transcript revealed evidence of the three cognitive themes as related to how people learn. Twitter appears to be most effective at stimulating individuals ’ preconceptions, thereby engaging them with the new material acquired during a medical education conference. The study of social media data, such as the Twitter data used in this study, is in its infancy. Having established that Twitter does hold signifi cant potential as a learning tool during an academic conference, we are now in a better position to more closely examine the spread, depth, and sustainability of such learning during medical education meetings.

Key considerations for the success of Medical Education Research and Innovation units in Canada: unit director perceptions

Growth in the field of medical education is evidenced by the proliferation of units dedicated to advancing Medical Education Research and Innovation (MERI). While a review of the literature discovered narrative accounts of MERI unit development, we found no systematic examinations of the dimensions of and structures that facilitate the success of these units. We conducted qualitative interviews with the directors of 12 MERI units across Canada. Data were analyzed using qualitative description (Sandelowski in Res Nurs Health 23:334–340, 2000). Final analysis drew on Bourdieu’s (Outline of a theory of practice. Cambridge University Press, Cambridge, 1977; Media, culture and society: a critical reader. Sage, London, 1986; Language and symbolic power. Harvard University Press, Cambridge, 1991) concepts of field, habitus, and capital, and more recent research investigating the field of MERI (Albert in Acad Med 79:948–954, 2004; Albert et al. in Adv Health Sci Educ 12:103–115, 2007). When asked about the metrics by which they define their success, directors cited: teaching, faculty mentoring, building collaborations, delivering conference presentations, winning grant funding, and disseminating publications. Analyzed using Bourdieu’s concepts, these metrics are discussed as forms of capital that have been legitimized in the MERI field. All directors, with the exception of one, described success as being comprised of elements (capital) at both ends of the service-research spectrum (i.e., Albert’s PP–PU structure). Our analysis highlights the forms of habitus (i.e., behaviors, attitudes, demeanors) directors use to negotiate, strategize and position the unit within their local context. These findings may assist institutions in developing a new—or reorganizing an existing—MERI unit. We posit that a better understanding of these complex social structures can help units become savvy participants in the MERI field. With such insight, units can improve their academic output and their status in the MERI context—locally, nationally, and internationally.

Social media as an open-learning resource in medical education: current perspectives

Purpose Numerous studies evaluate the use of social media as an open-learning resource in education, but there is a little published knowledge of empirical evidence that such open-learning resources produce educative outcomes, particularly with regard to student performance. This study undertook a systematic review of the published literature in medical education to determine the state of the evidence as to empirical studies that conduct an evaluation or research regarding social media and open-learning resources. Methods The authors searched MEDLINE, ERIC, Embase, PubMed, Scopus, and Google Scholar from 2012 to 2017. This search included using keywords related to social media, medical education, research, and evaluation, while restricting the search to peer reviewed, English language articles only. To meet inclusion criteria, manuscripts had to employ evaluative methods and undertake empirical research. Results Empirical work designed to evaluate the impact of social media as an open-learning resource in medical education is limited as only 13 studies met inclusion criteria. The majority of these studies used undergraduate medical education as the backdrop to investigate open-learning resources, such as Facebook, Twitter, and YouTube. YouTube appears to have little educational value due to the unsupervised nature of content added on a daily basis. Overall, extant reviews have demonstrated that we know a considerable amount about social media use, although to date, its impacts remain unclear. Conclusion There is a paucity of outcome-based, empirical studies assessing the impact of social media in medical education. The few empirical studies identified tend to focus on evaluating the affective outcomes of social media and medical education as opposed to understanding any linkages between social media and performance outcomes. Given the potential for social media use in medical education, more empirical evaluative studies are required to determine educational value.

Team-Based Learning From Theory to Practice: Faculty Reactions to the Innovation

Background: Limited studies have examined the factors associated with the implementation of team-based learning (TBL). Purpose: The purpose of this study was to identify faculty reactions (successes and challenges) associated with the implementation of a modified TBL in undergraduate anatomy teaching. Method: To obtain faculty reactions to the TBL approach, data collection included focus groups, observations, and document analysis. Using the constant comparative method, our analysis yielded four key themes. Results: Four themes based on faculty reactions to the implementation of TBL included transportability and local adaptations, faculty/tutor role confusion, student preparedness, and teacher-targeted bullying. Conclusions: Future physicians will need educational programs that embrace the theory and practice of teamwork. Schools adopting team-based learning approaches will need to carefully consider their local environments so as to successfully transport innovative practices alongside local adaptations. As front-line implementers faculty will require initial and ongoing professional development. The TBL method is amenable to local modifications and holds promise as a pedagogical strategy to garner increased student engagement and student achievement in their learning.

A qualitative study exploring mentorship in anesthesiology: perspectives from both sides of the relationship

PurposeMentorship has been shown to improve career satisfaction, research productivity, and retention of academic physicians. There is a current lack of studies investigating factors that either promote or hinder effective mentoring relationships through the perspectives of both faculty and residents. The aim of this study was to ascertain these factors and subsequently to provide guidance on designing residency mentorship programs.MethodsWe used a qualitative design to examine mentorship experiences at the University of Ottawa Department of Anesthesiology and conducted semi-structured interviews with 11 residents and 12 faculty in the mentorship program. Data were analyzed iteratively using a constant comparative method to identify themes resulting in positive or negative mentorship outcomes.ResultsAs determined from both mentor and mentee perspectives, a successful mentorship program hinges on three key factors—i.e., the anticipated goals of a mentorship relationship, characteristics of the participants, and the structure of the program. When themes were compared between mentors and mentees, differences in their perception of the goals of the relationship and the structure of the program resulted in cases of disillusionment and negative mentorship outcomes. The concept of a mentorship network emerged as a possible solution that would meet the evolving needs of mentees as they progress through training. The network would involve each mentee acquiring multiple mentors, with each providing guidance for a mentee’s diverse areas of interest.ConclusionWe identified three key factors that facilitate or hinder mentorship relationships and proposed solutions for designing effective mentorship programs for postgraduate training programs.RésuméObjectifIl a été démontré que le mentorat améliorait la satisfaction en matière de carrière, la productivité en recherche et la rétention des médecins académiques. À l’heure actuelle, peu d’études se sont intéressées aux facteurs qui favorisent ou au contraire entravent des relations de mentorat efficaces en examinant aussi bien les perspectives du corps professoral que celles des résidents. L’objectif de cette étude était de déterminer quels étaient ces facteurs puis d’émettre des recommandations pour la mise au point de programmes de mentorat pendant la résidence.MéthodeNous avons utilisé une méthodologie qualitative pour examiner les expériences de mentorat dans le département d’anesthésiologie de l’Université d’Ottawa et réalisé des entrevues semi-structurées auprès de 11 résidents et 12 professeurs du programme de mentorat. Les données ont été analysées de façon itérative à l’aide d’une méthode comparative en continu afin d’identifier les éléments entraînant des résultats positifs ou négatifs de mentorat.RésultatsComme l’ont déterminé les perspectives des mentors et des mentorés, un programme de mentorat réussi repose sur trois facteurs clés: les objectifs anticipés (ou attentes) d’une relation de mentorat, les caractéristiques des participants et la structure du programme. Lorsqu’on a comparé ces éléments entre les mentors et les mentorés, les différences de perception concernant les objectifs de la relation et la structure du programme ont causé certains cas de déception et des résultats de mentorat négatifs. Le concept d’un réseau de mentorat a été proposé comme solution potentielle pour répondre aux besoins en évolution des mentorés au fur et à mesure qu’ils progressent dans leur formation. Avec un tel réseau, chaque mentoré aurait plusieurs mentors, chacun offrant une orientation et des conseils dans l’un des divers champs d’intérêt du mentoré.ConclusionNous avons identifié trois facteurs clés qui favorisent ou entravent les relations de mentorat et proposé des solutions pour mettre au point des programmes de mentorat efficaces dans le cadre des programmes de formation postdoctorale.

Comprehensive assessment of critical care needs in a community hospital

Objective:To design and implement a needs assessment process that identifies gaps in caring for critically ill patients in a community hospital. Design, Setting, Subjects:This mixed-method study was conducted between June 2011 and February 2012. A conceptual framework, centered on the critically ill patient, guided the design and selection of the data collection instruments. Different perspectives sampled included regional leaders, healthcare professionals at the community hospital and its referral hospital, as well as family members of patients who had received care at the community ICU. Data sources included interviews (n = 22), walk-throughs (n = 5), focus groups (n = 31), database searches, context questionnaires (n = 8), family surveys (n = 16), and simulations (n = 13). Interventions:None. Measurements and Main Results:Nine needs were identified. At the community hospital, needs identified included lack of access to human resources, gaps in expertise, poor patient flow and ICU bed use, communication, lack of educational opportunities, and gaps in end-of-life care and interprofessional teamwork. Needs were also identified in the interhospital interaction between the community and referral hospitals, which included an inadequate hospital network and gaps in transfer and repatriation of patients. The methodology uncovered the causes and widespread impact of each need and how they interacted with one another. Proposed solutions by the participants are presented including both organizational and educational/clinical solutions. Conclusions:This study captured needs in a complex, interprofessional, interhospital context, which can be targeted with tailored interventions to improve patient outcomes in a community hospital. Furthermore, this study provides a preliminary framework and rigorous methodology to performing a needs assessment in this setting.

Comparison of simulation debriefs with traditional needs assessment methods: a qualitative exploratory study in a critical care community setting

Objective To better understand the potential of a needs assessment approach using qualitative data from manikin-based and virtual patient simulation debriefing sessions compared with traditional data collection methods (ie, focus groups and interviews). Design Original data from simulation debrief sessions was compared and contrasted with data from an earlier assessment of critical care needs in a community setting (using focus groups and interviews), thus undertaking secondary analysis of data. Time and cost data were also examined. Debrief sessions were coded using deductive and inductive techniques. Matrices were used to explore the commonalities, differences and emergent findings across the methods. Setting Critical care unit in a community hospital setting. Results Interviews and focus groups yielded 684 and 647 min of audio-recordings, respectively. The manikin-based debrief recordings averaged 22 min (total=130 min) and virtual patient debrief recordings averaged 31 min (total=186 min). The approximate cost for the interviews and focus groups was

Understanding of evaluation capacity building in practice: a case study of a national medical education organization

13 560, for manikin-based simulation debriefs was

An Interhospital, Interdisciplinary Needs Assessment of Palliative Care in a Community Critical Care Context.

4030 and for the virtual patient debriefs was

In reply: A view from the middle of the totem pole

3475. Fifteen of 20 total themes were common across the simulation debriefs and interview/focus group data. Simulation-specific themes were identified, including fidelity (environment, equipment and psychological) and the multiple roles of the simulation instructor (educative, promoting reflection and assessing needs). Conclusions Given current fiscal realities, the dual benefit of being educative and identifying needs is appealing. While simulation is an innovative method to conduct needs assessments, it is important to recognise that there are trade-offs with the selection of methods.