Social media for research, education and practice in rheumatology

Zimba, Olena; Radchenko, O. M.; Strilchuk, L. M.

doi:10.1007/s00296-019-04493-4

Cited by 72 publications

(67 citation statements)

References 28 publications

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“…Social media is frequently used in the scientific rheumatology community to exchange and discuss information and opinions [2], and to promote meetings [3], projects or publications [3,4]. Social media channels can, furthermore, be useful for expanding education and research perspectives [5]. However, social media can be abused to broadcast misinformation, unethical promotion of content, and can enable unprofessional behavior.…”

Section: Introductionmentioning

confidence: 99%

#Covid4Rheum: an analytical twitter study in the time of the COVID-19 pandemic

2020

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Social media services, such as Twitter, offer great potential for a better understanding of rheumatic and musculoskeletal disorders (RMDs) and improved care in the field of rheumatology. This study examined the content and stakeholders associated with the Twitter hashtag #Covid4Rheum during the COVID-19 pandemic. The content analysis shows that Twitter connects stakeholders of the rheumatology community on a global level, reaching millions of users. Specifically, the use of hashtags on Twitter assists digital crowdsourcing projects and scientific collaboration, as exemplified by the COVID-19 Global Rheumatology Alliance registry. Moreover, Twitter facilitates the distribution of scientific content, such as guidelines or publications. Finally, digital data mining enables the identification of hot topics within the field of rheumatology.

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Section: Introductionmentioning

confidence: 99%

#Covid4Rheum: an analytical twitter study in the time of the COVID-19 pandemic

2020

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“…Thus, it is expected that Twitter will play a significant role in the discussions and dissemination of educational content of these conferences. Additional examples of Twitter hashtags for rheumatologists to follow are #FOAMed, #RheumTwitter, #CBME (competency-based medical education), #SoMeDocs (doctors on social media), and #AcademicTwitter [37]. The next popular online platform is YouTube where variable quality audio and video materials are available for rheumatology trainees and specialists.…”

Section: Social Media For Rheumatology Educationmentioning

confidence: 99%

Moving towards online rheumatology education in the era of COVID-19

2020

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The coronavirus disease-2019 (COVID-19) pandemic has unsettled conventional medical education, hastening a switch to digital platforms and open-access publishing. Rheumatology is a fast evolving academic discipline that stands to gain by this switch. Most rheumatology textbooks are now available in digital formats, and these are complemented with live updating educational hubs such as UpToDate and ClinicalKey. Emerging topics of COVID-19 on these proprietary platforms are now freely available to all specialists. Social media channels, particularly Twitter, are becoming major players in the era of COVID-19 by offering online journal clubs, enabling fast dissemination of influential articles, and facilitating interactive education. Indexed rheumatology journals, in turn, aid online education by opening access to recommendations and other materials that are rapidly changing research and practice worldwide. Research peer review additionally offers learning experience to novice and seasoned researchers and authors. Global rheumatology societies have online learning resources, which are changing their format and geographic reach to meet the changing needs in the times of pandemic. While online teaching lacks emotional connections between mentors and mentees, switch to a more interactive format of education and regular contacts may partly solve the issue. Rheumatologists can take the lead in these challenging times and contribute more to online scholarly activities which are aimed to maintain and enrich education.

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“…Ethical principles needed to be respected before the technology could be used appropriately. This also applied to systems that were used for educational purposes such as social media [63][64][65][66] or electronic health records [33]. Whether the users should acquire these competencies via formal education or informal learning was often not explicitly mentioned.…”

Section: Articlementioning

confidence: 99%

“…Reamer [71] citing various standards of care summarized that providers needed to acquire competencies to balance benefits and risks, to maintain confidentiality and privacy also in the context of ensuring the professional boundaries, to confirm the identity of the patient and to assess the patient's necessary level of familiarity and comfort with the technology, i.e., social media and telemedicine. Other authors leaned on general professional ethics to be applied when using social media in care situations [64,65,72]. Estrada-Hernandez and Bahr [60] recommended that providers should be able to conceptualize the ethical dilemma and to cope with the situation striving for a patient-centered solution.…”

Section: Ethics Themes As Candidates For Competenciesmentioning

confidence: 99%

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Clinical Information Systems – Seen through the Ethics Lens

2020

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Objective: The more people there are who use clinical information systems (CIS) beyond their traditional intramural confines, the more promising the benefits are, and the more daunting the risks will be. This review thus explores the areas of ethical debates prompted by CIS conceptualized as smart systems reaching out to patients and citizens. Furthermore, it investigates the ethical competencies and education needed to use these systems appropriately. Methods: A literature review covering ethics topics in combination with clinical and health information systems, clinical decision support, health information exchange, and various mobile devices and media was performed searching the MEDLINE database for articles from 2016 to 2019 with a focus on 2018 and 2019. A second search combined these keywords with education. Results: By far, most of the discourses were dominated by privacy, confidentiality, and informed consent issues. Intertwined with confidentiality and clear boundaries, the provider-patient relationship has gained much attention. The opacity of algorithms and the lack of explicability of the results pose a further challenge. The necessity of sociotechnical ethics education was underpinned in many studies including advocating education for providers and patients alike. However, only a few publications expanded on ethical competencies. In the publications found, empirical research designs were employed to capture the stakeholders’ attitudes, but not to evaluate specific implementations. Conclusion: Despite the broad discourses, ethical values have not yet found their firm place in empirically rigorous health technology evaluation studies. Similarly, sociotechnical ethics competencies obviously need detailed specifications. These two gaps set the stage for further research at the junction of clinical information systems and ethics.

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Social media for research, education and practice in rheumatology

Cited by 72 publications

References 28 publications

#Covid4Rheum: an analytical twitter study in the time of the COVID-19 pandemic

#Covid4Rheum: an analytical twitter study in the time of the COVID-19 pandemic

Moving towards online rheumatology education in the era of COVID-19

Clinical Information Systems – Seen through the Ethics Lens

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