Social media as a tool for antimicrobial stewardship

Pisano, Jennifer; Pettit, Natasha N; Bartlett, Allison H.; Bhagat, Palak; Han, Zhe; Liao, Chuanhong; Landon, Emily

doi:10.1016/j.ajic.2016.07.005

Cited by 28 publications

(39 citation statements)

References 16 publications

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“…Across our dataset, there were nine perspective pieces, 25 , 33 - 34 , 39 , 41 , 44 , 47 , 60 , 68 three program descriptions, 28 , 43 , 70 five review articles, 42 , 45 - 46 , 52 , 71 and 31 research articles. 9 , 15 - 18 , 24 , 29 , 35 - 38 , 40 , 48 - 51 , 53 - 59 , 61 - 67 , 69 …”

Section: Resultsmentioning

confidence: 99%

“…Many methods provided resources for residents to consult and use to make prescribing choices and influence behaviours, or focused on identifying gaps in trainees’ knowledge and practice with the goal of rectifying their practice in the future. These approaches included: web-based tutorials, 47 , 67 workshops, 57 , 62 , 65 - 66 lectures and information sessions, 49 , 52 , 58 , 61 - 62 using a restricted list of antibiotics to promote compliance with guidelines,55,58 audits followed by feedback, 15 - 16 , 52 , 56 , 60 , 64 , 67 - 68 chart reviews and feedback, 51 , 58 - 59 , 66 augmented reality, 53 viral surveillance program, 61 using special prescribing pads, 54 integration of social media platforms such as Twitter and Facebook, 67 consulting specialists to improve compliance with guidelines, 48 , 52 , 57 , 63 , 66 - 67 and consulting guidelines or written information. 44 , 50 , 52 , 56 - 57 , 62 , 71 Many interventions included a combination of these tactics.…”

Section: Resultsmentioning

confidence: 99%

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A review of antimicrobial stewardship training in medical education

et al. 2017

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ObjectivesWe reviewed the published literature on antimicrobial stewardship training in undergraduate and postgraduate medical education to determine which interventions have been implemented, the extent to which they have been evaluated, and to understand which are most effective. MethodsWe searched Ovid MEDLINE and EMBASE from inception to December 2016. Four thousand three hundred eighty-five (4385) articles were identified and underwent title and abstract review. Only those articles that addressed antimicrobial stewardship interventions for medical trainees were included in the final review. We employed Kirkpatrick’s four levels of evaluation (reaction, learning, behaviour, results) to categorize intervention evaluations. ResultsOur review included 48 articles. The types of intervention varied widely amongst studies worldwide. Didactic teaching was used heavily in all settings, while student-specific feedback was used primarily in the postgraduate setting. The high-level evaluation was sparse, with 22.9% reporting a Kirkpatrick Level 3 evaluation; seventeen reported no evaluation. All but one article reported positive results from the intervention. No articles evaluated the impact of an intervention on undergraduate trainees’ prescribing behaviour after graduation. ConclusionsThis study enhances our understanding of the extent of antimicrobial stewardship in the context of medical education. While our study demonstrates that medical schools are implementing antimicrobial stewardship interventions, rigorous evaluation of programs to determine whether such efforts are effective is lacking. We encourage more robust evaluation to establish effective, evidence-based approaches to training prescribers in light of the global challenge of antimicrobial resistance.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

A review of antimicrobial stewardship training in medical education

et al. 2017

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“…We propose the following four strategies to scale up mobile technology and distance learning: (1) engaging a student champion, or peer educator, with social media savvy to improve student satisfaction and participation; (2) adding incentives, possibly gift cards, as posting rates and peer-nominated “best posts” have been shown to improve learner participation [18]; (3) expanding the study to all fourth-year or even all third-year medical students (eg, we have partnered with our third-year medical school internal medicine clerkship directors to utilize Yammer to create a patient advocacy blog and plan to work with our colleagues in the infectious disease field to create a unique mobile learning experience surrounding antibiotic stewardship); and (4) making the initiative multi-institutional. We have partnered with three academic centers to create an e-learning internal medicine subinternship curriculum geared toward the CDIM training cases.…”

Section: Discussionmentioning

confidence: 99%

Enterprise Microblogging to Augment the Subinternship Clinical Learning Experience: A Proof-of-Concept Quality Improvement Study

Anderson¹,

Hulland²,

Farnan³

et al. 2018

JMIR Med Educ

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BackgroundAlthough the Clerkship Directors in Internal Medicine (CDIM) has created a core subinternship curriculum, the traditional experiential subinternship may not expose students to all topics. Furthermore, academic institutions often use multiple clinical training sites for the student clerkship experience.ObjectiveThe objective of this study was to sustain a Web-based learning community across geographically disparate sites via enterprise microblogging to increase subintern exposure to the CDIM curriculum.MethodsInternal medicine subinterns used Yammer, a Health Insurance Portability and Accountability Act (HIPAA)–secure enterprise microblogging platform, to post questions, images, and index conversations for searching. The subinterns were asked to submit 4 posts and participate in 4 discussions during their rotation. Faculty reinforced key points, answered questions, and monitored HIPAA compliance.ResultsIn total, 56 medical students rotated on an internal medicine subinternship from July 2014 to June 2016. Of them, 84% returned the postrotation survey. Over the first 3 months, 100% of CDIM curriculum topics were covered. Compared with the pilot year, the scale-up year demonstrated a significant increase in the number of students with >10 posts (scale-up year 49% vs pilot year 19%; P=.03) and perceived educational experience (58% scale-up year vs 14% pilot year; P=.006). Few students (6%) noted privacy concerns, but fewer students in the scale-up year found Yammer to be a safe learning environment.ConclusionsSupplementing the subinternship clinical experience with an enterprise microblogging platform increased subinternship exposure to required curricular topics and was well received. Future work should address concerns about safe learning environment.

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“…Many leading healthcare organizations and medical expert groups link conference attendees, members and others using a Twitter hashtag (#) chat to educate and discuss current and controversial topics [15,16,45]. Given the influx of professional users and benefit to intended audience, several groups have published guidance on how healthcare practitioners and institutions may use social media as a positive platform for marketing and disseminating scholarly deliverables [17,18].…”

mentioning

confidence: 99%