Yolanda Evans

Social media for lifelong learning

Abstract Learning is ongoing, and can be considered a social activity. In this paper we aim to provide a review of the use of social media for lifelong learning. We start by defining lifelong learning, drawing upon principles of continuous professional development and adult learning theory. We searched Embase and MEDLINE from 2004–2014 for search terms relevant to social media and learning. We describe examples of lifelong learners using social media in medical education and healthcare that have been reported in the peer-reviewed literature. Medical or other health professions students may have qualities consistent with being a lifelong learner, yet once individuals move beyond structured learning environments they will need to recognize their own gaps in knowledge and skills over time and be motivated to fill them, thereby incorporating lifelong learning principles into their day-to-day practice. Engagement with social media can parallel engagement in the learning process over time, to the extent that online social networking fosters feedback and collaboration. The use of social media and online networking platforms are a key way to continuously learn in todays information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.

Long Curriculum in Resident Education.

1 Pediatric and Adolescent Gynecology, Kosair Childrens Hospital, Louisville, Kentucky 2 Pediatric and Adolescent Gynecology, Seattle Childrens Hospital, Department of Obstetrics and Gynecology, University of Washington School of Medicine, Seattle, Washington Division of Adolescent Medicine, Childrens Hospital at Memorial University Medical Center, Mercer School of Medicine, Savanah, Georgia Division of Adolescent Medicine, Seattle Childrens Hospital, University of Washington School of Medicine, Seattle, Washington 5 Pediatric and Adolescent Gynecology, Childrens Hospital Colorado, Department of Obstetrics and Gynecology, University of Colorado School of Medicine, Aurora, Colorado Department of Obstetrics and Gynecology, Virginia Commonwealth University School of Medicine, Richmond, Virginia 7 Section of Adolescent Medicine, Childrens Hospital Colorado, University of Colorado School of Medicine, Aurora, Colorado Division of Adolescent Medicine, Childrens Hospital at Montefiore, Albert Einstein College of Medicine, Bronx, New York Department of Obstetrics and Gynecology, Alpert Medical School of Brown University, Providence, Rhode Island 10 Pediatric and Adolescent Gynecology, Childrens Hospital of Eastern Ontario, Department of Obstetrics and Gynecology, University of Ottawa, Canada

Youth and caregiver experiences of gender identity transition: A qualitative study.

Gender identity formation is a key part of normal adolescent development (Stieglitz, 2010). For transgender youth this is a multistage process that can be challenging both for the youth and for their families. In this sub analysis, we describe the journey transgender youth and their families experience throughout the stages of transitioning. Perspectives were solicited from transgender youth (age 14–22 years) and parents of transgender youth. Theoretical thematic analysis was used to find common themes using Atlas.ti software. Thirty-three participants (15 youth, 18 parents) were recruited, 16 of which were interviewed. Analysis revealed almost all of the youth and caregiver participants initially lacked the language and knowledge to accurately describe feelings of gender confusion. Once embarking on the transition process participants experienced both positive and negative reactions from families, friends and peers, school administrators and providers. However, all participants described transitioning as a rewarding and vital experience. Finally, many participants reported needing and or seeking mental health care, but experienced barriers. Youth and caregivers described varying experiences for youth throughout the recognition, coming out and transitioning process that impacted the journey. This is one of the first studies to collect an in-depth recall of the transitioning process from youth and caregiver perspectives, giving youth and families a voice to enable a greater understanding of the process of gender transition during adolescence.

How Mental Health Conditions Affect Online Use and Access

Adolescents with mood disorders, such as depression, anxiety, or attention deficit hyperactivity disorder, may suffer from social isolation and lack of self-esteem and may seek information on how to improve their ailments. The Internet and social media have the potential to be a source of health information and support for teens; however those with mood disorders may use Internet resources differently than peers without mental health concerns. Providers who routinely care for teens and young adults should be aware of the potential harms and advantages the Internet has to offer. Screening for problematic Internet usage as well as online harassment should occur while at the same time not ignoring the positive effects social media can have on allowing youth with mood disorders to remain connected with peers and providers alike.

Provider Language Proficiency and Decision-Making When Caring for Limited English Proficiency Children and Families

OBJECTIVE To examine associations between self-assessed language ability and provision of clinical care without professional interpretation. METHODS We conducted an anonymous web-based survey of pediatric residents at a large pediatric training program. Respondents self-rated their language ability, and then reported on their willingness to deliver clinical care without professional interpretation in standardized clinical scenarios. RESULTS All pediatric residents completed the survey (n=81; 100%). Many residents (58 of the total sample) indicated at least rudimentary skills in a second language, and seven (9%) indicated they were proficient in Spanish. Eight-five percent had sometimes relied upon friends or family to communicate with parents. Most (69%) reported occasional use of Spanish-language skills to take a history or provide medical advice without the use of a professional interpreter. In contrast, in clinical scenarios where a child was believed to have a complex medical history, few residents (2.5%) felt comfortable using their language skills in the clinical encounter. Residents were willing to have their language ability assessed. CONCLUSIONS Residents still face circumstances in which care proceeds without an interpreter. Discomfort with providing care in a second language grows with the perceived complexity of care, and yet a complex condition may not be apparent when communication barriers exist. Overcoming barriers to the use of professional interpretation may improve care for LEP children.

Creation and Dissemination of a Multispecialty Graduate Medical Education Curriculum in Pediatric and Adolescent Gynecology: The North American Society for Pediatric and Adolescent Gynecology Resident Education Committee Experiences

STUDY OBJECTIVE The goal was to develop a multispecialty committee to address deficiencies in pediatric and adolescent gynecology (PAG) resident education through curricular development under the auspices of the North American Society for Pediatric and Adolescent Gynecology. DESIGN, SETTING, PARTICIPANTS, INTERVENTIONS, AND MAIN OUTCOME MEASURES: A multispecialty North American committee was organized to develop short as well as long curricula in PAG through a combination of conference calls and face-to-face meetings. Content was guided by objectives of national accrediting organizations. The curricula used print as well as interactive electronic resources. RESULTS After publication of the short and long curricula, a dissemination strategy was developed to present the information at national meetings. A curricular study was performed after introduction of the curriculum to evaluate its efficacy. Long-term plans for further curricular components and expansion of educational tools are ongoing. CONCLUSION We gathered a diverse multispecialty group of doctors to collaborate on a unified educational goal. This committee developed and disseminated resident PAG curricula using a variety of learning tools. This curricular development and implementation can occur with a minimal financial burden.

Confidentiality and Care of the Adolescent Patient

Medical errors that occur in adolescent care may be more frequent in the outpatient setting as opposed to the intensive care unit or medical ward. They will likely be the result of breaches in confidentiality, and occur from the omission of behavioral health counseling and preventive options (such as immunizations), or errors in minor legal consent. This chapter uses a hypothetical patient case to discuss issues around confidentiality and minor consent laws for reproductive health and mental health diagnosis and treatment. It concludes with proposed solutions and challenges based on the Institute of Medicine core needs for preventing medical errors.