Morning Report Blog: A Web-Based Tool to Enhance Case-Based Learning

Bogoch, Isaac I.; Frost, David; Bridge, Suzanne; Lee, Todd C.; Gold, Wayne L.; Panisko, Daniel M.; Cavalcanti, Rodrigo B.

doi:10.1080/10401334.2012.692273

Cited by 21 publications

(29 citation statements)

References 15 publications

(9 reference statements)

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“…The remaining seven (24.1%) articles evaluated an intervention with pre and post measures. 11–13,17,19,21,23 We uncovered no randomized control trials (RCTs). Among the platforms studied, Facebook 25,28,30–32,34–37,39 (n = 8, 27.6%), blogs 13,21,22 (n = 3, 10.3%), Twitter 11,14,16 (n = 3, 10.3%), and podcasts 12,20,23 (n = 3, 10.3%) were the four most common.…”

Section: Resultsmentioning

confidence: 99%

“…11–13,17,19,21,23 We uncovered no randomized control trials (RCTs). Among the platforms studied, Facebook 25,28,30–32,34–37,39 (n = 8, 27.6%), blogs 13,21,22 (n = 3, 10.3%), Twitter 11,14,16 (n = 3, 10.3%), and podcasts 12,20,23 (n = 3, 10.3%) were the four most common. While the focus of each study pertained to residents, 9 studies 13,17,23,25,28–30,33,39 (31.0%) included medical students and 9 studies 14,24,26,27,30,31,33,34,38 (31.0%) included faculty members and program directors (PDs).…”

Section: Resultsmentioning

confidence: 99%

“…Among the platforms studied, Facebook 25,28,30–32,34–37,39 (n = 8, 27.6%), blogs 13,21,22 (n = 3, 10.3%), Twitter 11,14,16 (n = 3, 10.3%), and podcasts 12,20,23 (n = 3, 10.3%) were the four most common. While the focus of each study pertained to residents, 9 studies 13,17,23,25,28–30,33,39 (31.0%) included medical students and 9 studies 14,24,26,27,30,31,33,34,38 (31.0%) included faculty members and program directors (PDs). Among the GME residencies, studies on social media most frequently focused on residents of general/sub-specialty surgery 27,28,34,35,37 (n = 5, 17.2%), internal medicine 11,13,14 (n = 3,10.3%) and anesthesia 12,20,23 (n = 3,10.3%); radiology, emergency medicine, pediatrics, family medicine, and dermatology residents were studied, albeit less frequently with respect to social media.…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

The Use of Social Media in Graduate Medical Education: A Systematic Review

et al. 2017

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Purpose Despite the growing presence of social media in graduate medical education (GME), few studies have attempted to characterize their effect on residents and their training. The authors conducted a systematic review of the peer-reviewed literature to understand the effect of social media on resident (1) education, (2) recruitment, and (3) professionalism. Method The authors identified English-language peer-reviewed articles published through November 2015 using Medline, Embase, Cochrane, PubMed, Scopus, and ERIC. They extracted and synthesized data from articles that met inclusion criteria. They assessed study quality for quantitative and qualitative studies through, respectively, the Medical Education Research Study Quality Instrument and the Consolidated Criteria for Reporting Qualitative Studies. Results Twenty-nine studies met inclusion criteria. Thirteen (44.8%) pertained to residency education. Twitter, podcasts, and blogs were frequently used to engage learners and enhance education. YouTube and wikis were more commonly used to teach technical skills and promote self-efficacy. Six studies (20.7%) pertained to the recruitment process; these suggest that GME programs are transitioning information to social media to attract applicants. Ten studies (34.5%) pertained to resident professionalism. Most were exploratory, highlighting patient and resident privacy, particularly with respect to Facebook. Four of these studies surveyed residents about their social network behavior with respect to their patients, while the rest explored how program directors use it to monitor residents’ unprofessional online behavior. Conclusions The effect of social media platforms on residency education, recruitment, and professionalism is mixed and the quality of existing studies is modest at best.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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The Use of Social Media in Graduate Medical Education: A Systematic Review

et al. 2017

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“…The author can convey their values or knowledge to people through articles on this network platform, make comments or attach recommended website links (Walker, 2003;Kaye, 2005;Herring et al, 2005;Ku et. al., 2006;Chen, 2006;Sweetser and Metzgar, 2007;Porter et al, 2007;Lee et al, 2009;Lu and Lee, 2010;Bogoch et al, 2012;Colombo et al, 2013).…”

Section: Definition Of 'Blog'mentioning

confidence: 96%

Key factors and skills in writing blog articles

Lee

Hsu

Huang

et al. 2014

IJMED

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The topic of this study is the content of blogs. This study developed its 'questionnaire A' based on information collected from the literature on blog contents. The researchers then browsed blog articles and then applied the KANO model to determine what key factors of blog writing interest readers, so as to give corresponding advice. This paper shows six key factors of writing for blog articles, applies them to a real-world example of restaurant blog writing, and then develops 'questionnaire B' to verify our results via internet-based survey of readers of this article. The results of this study may enhance consumer satisfaction in reading blog articles, can be a reference for blog writing for restaurants, and may also be used as a reference for revising website articles.

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“…Despite these limitations, blogs have potential as learning tools. Individuals in medical school have used blogging to provide advice on preparation techniques for standardized tests, guidance on clinical rotations, and social support (Pinilla et al, 2013) and one institution has reported using blogging to engage residents in morning report (Bogoch et al, 2010). Journal club, the critical reading of peer reviewed articles to provide evidence-based practice guidelines in discussion format, has long been used in medical education.…”

Section: Blogsmentioning

confidence: 97%

Social media for lifelong learning

Kind

Evans

2015

International Review of Psychiatry

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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 today's information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.

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Morning Report Blog: A Web-Based Tool to Enhance Case-Based Learning

Cited by 21 publications

References 15 publications

The Use of Social Media in Graduate Medical Education: A Systematic Review

The Use of Social Media in Graduate Medical Education: A Systematic Review

Key factors and skills in writing blog articles

Social media for lifelong learning

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