MedEdTalk UoL Karolinska Institutet

What can we learn from social media in the more traditional medical education? Listen to Teresa Chan talk about lessons learned through the years and what is around the corner.
Social medias role in Medical Education

webpage: http://bit.ly/2tD3uwH

In the interview Dr Chan explain how she uses social media herself as personal continuous medical education (CME). Both in her practice area and in the medical education field

It is a way to connect with other medical educators and get different perspectives on things. It works well for asynchronous contacts when you work shifts or are in different time zones as well as synchronous discussions when you don’t share the same physical place. It is a way to get the “Water cooler talk” to expand to have it on Twitter. She has cowritten an article with some tips for the novice and sceptic (Choo et al., 2015).

“It has opened my eyes up to different and varied practices both in medical education and emergency medicine. “

According to Dr Chan we see three forms of new scholars that exist now since social media (Chan et al., 2017):

Critical clinicians – maybe not researchers themselves, but active and engage with science and get the scientists feedback on clinical implications. Good resource for sciences and can help
Interactive investigator – scientists that are online to disseminate discuss their work. Engagement with
Translational teachers – taking the latest studies and discuss it with peers and learners online on podcasts, blogs, chats.

You can read more about it in the article:

Evidence-based medicine in the era of social media: Scholarly engagement through participation and online interaction. Chan T, Trueger N, Roland D, Thoma B CJEM 2017 Jan;():1-6

What transformative ideas has Web 2.0 brought to Medical Education?
Furthermore we discussed FOAM, Free Open Access Medical Education as a disruptive innovation in Medical Education FOAM (Twitter hashtag #FOAMed) For more information about what it is and how to use it read the blogpost by Cadogan: Creating the FOAMed Network and

Free Open Access Meducation (FOAM): the rise of emergency medicine and critical care blogs and podcasts (2002-2013). Cadogan M, Thoma B, Chan T, Lin M Emerg Med J 2014 Oct;31(e1):e76-7

Disruptive innovation comes from Clayton Christensen’s work and can be described as “innovation that transforms a product or service that historically has been very complicated and expensive into something that is affordable and simple to use.” (“Clay Christensen on Disrupting Health Care,” 2009)

A recommended read: Harvard Business Review: A disruptive solution for healthcare (Christensen, 2011) and “What is a disruptive innovation” (Christensen, Raynor, & McDonald, 2015)
With all these resources, how do we assess quality of the resources we use in education?

Quality is a tricky thing and often in the eye of the beholder. We need to think about to educate our learners as well as ourselves to not only critique the primary resources as the scientific work, but also the secondary resources. We can now learn from how we critique online resources and bring that knowledge and frameworks to practice when we look at textbooks.

We need to educate our learners how to critique and look at different resources, no matter the sender. “Just because it looks like a New England Journal doesn’t mean it is.”

There is a lot of research that has been done and are still ongoing in The Metriq Study.
What would be our next steps?

Dr Chan mentioned a lot of different opportunities and challenges for Health care end Medical Education. We are already co-creating things with our learners, readers, participants and even patients. What is on in the frontline is how we can use gamification more,...

What has NASA to do with IPE and can we learn something from toddlers? And what does Interprofessional collaboration reallly mean? Join us in the conversation with Dr Audra Ranking from Johns Hopkins University who has long experience in working with Interproefessional collaborations and activities.

Interprofessional care is something we've been hearing about for quite a long time and we know that it should be something that we all should engage in. But there can be some obstacles to make it happen in our educational settings. We will talk about definitions as well as tips on getting it to work.

Cognitive science can be a bit hard to get a grip on. Text about the subject can often feel dense and hard to apply in educational settings.

Because of that, Teresa Sörö talks about how we can apply what we know about how we learn with Dr Holly Gooding, assistant professor in Pediatrics in Harvard Medical School and the author of Twelve tips for applying the science of learning to health professions education.

The talk covers Cognitive load theory, transfer of knowledge, interleaving, desirable difficulties and practical implications.

Articles mentioned in the episode:
Twelve tips for applying the science of learning to health professions education
H. C. Gooding, K. Mann, and E. Armstrong
Medical Teacher Vol. 39 , Iss. 1,2017 https://goo.gl/G8WdGR

Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86
John Q. Young, Jeroen Van Merrienboer, Steve Durning, and Olle Ten Cate
Medical Teacher Vol. 36 , Iss. 5,2014 https://goo.gl/CipMNx

When we think about debate the first thing that comes to mind is often the political debate. But debate also has a long tradition in universities and among researchers. Why is that? And what can we gain in being better at debating?

Listen to Teresa Sörö and Jonas Nordquist from Karolinska Institutet talk about how to use debate in both professional settings and as a learning activity.

What has hotel lobbies, Italian piazzas and popular cafés to do with learning spaces at universities? And why does Karolinska Institutet got a Harry Potter library? Teresa Sörö talks about informal learning spaces with Dr Jonas Nordquist and their experiences from the project "Future Learning Environments" at Karolinska Institutet