Technology and the Brain: Lessons from Patient Care, Social Media and the Internet

Abstract

OVERVIEWTechnology is sweeping through our society in unparalleled fashion, affecting our day-to-day life, education, social relationships, healthcare and business. Our human experience and neuroscience both determine how we interface with technology such that we have "good" (i.e., enjoyment, excitement) and "bad" (i.e., stress) experiences. With regard to healthcare, the patient-centered era features quality, affordable, and timely care; technology is a key part of that, particularly among younger generations. Indeed, the consumer movement related to new technologies may be passing some clinicians by, as new ways of communicating with others (text, e-mail, Twitter, Facebook, social media). More reflection is needed on how technology "changes" us, may become the focus of our worst attributes and causes significant problems (e.g., pathological Internet use, privacy/confidentiality breeches). Research approaches and frameworks are needed across many fields and disciplines of science, medicine and human behavior regarding our use of technology. HUMAN NATURE AND HOW WE LEARNA recent article distinguishes our species-homo sapien-by our ability to contemplate the future through cortical function; 1 homo prospectus is suggested since we thrive by considering our prospects and this foresight created civilization and sustains society. When making plans, we have higher levels of happiness and lower levels of stress than at other times, perhaps because this channels concerns into an organized plan. Studies show depressed people imagine fewer positive scenarios while overestimating future risks. We are also governed by the subcortical function, too, in many ways including addictions.Cognitive psychology focuses on learning, memory and perception. Learning is a complex neurobiological and social phenomenon. How we learn is dependent on our personal experience and professional training, including what is formally taught and what we learn on our own. Discussing what we know, what we don't, and how to learn better/more is a key developmental step. Evaluating our strengths and weaknesses is also essential for professional development. Using our 'best' learning styles and facilitating others' gives us many ways to approach problems. 2-3Neurobiology informs us on learning, including Hebbian theory about adaptation of neurons in the brain during this process. Synaptic plasticity and increased synaptic efficacy arises from the presynaptic cell's repeated and persistent stimulation of the postsynaptic cell. 4 Similarly, behaviorists think of animal learning as the ingraining of habit by repetition. Injury and mental illness (e.g., schizophrenia) disrupt this. Repetition and planned redundancies help us enhance our retention by allowing us to "relearn" things as we build toward more complex skills. Visualization is another form of repetition, which may mentally 'prepare' us to perform tasks. Stress in moderation is helpful and in principle, fatigue, Multitasking and interruptions are to be minimized. Sociologic, educational and psycho...

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