Twitter as a New Core Competency for Cardiologists

Alraies, M. Chadi; Raza, Samreen; Ryan, John

doi:10.1161/circulationaha.118.032999

Cited by 24 publications

(19 citation statements)

References 3 publications

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“…This finding was in contrast to a previous study that reported Twitter users were more likely to tweet on social aspects of awareness campaigns rather than health aspects 5 . The highest number of daily tweets recorded in each month were associated with singular events, similar to a prior report that found tweets related to cardiology increased in response to news and events 2 . This study had several limitations: First, FH-related tweets were extracted on an earlier date compared to CRC-related tweets; second, additional work is needed to establish that increase in Twitter activity leads to increase in objective measures of awareness, quantified by surveys; lastly we did not examine the trend in FH-related Twitter activity over time.…”

supporting

confidence: 84%

Use of Twitter to Promote Awareness of Familial Hypercholesterolemia

Bangash

Khan

et al. 2019

Circ: Genomic and Precision Medicine

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Awareness of familial hypercholesterolemia (FH), a prevalent genetic disorder that greatly increases risk of early-onset myocardial infarction, is low 1. It is estimated that of the ~1.3 million people with FH in the US, <10% have been diagnosed 1. Twitter is being increasingly used in academic cardiovascular settings 2 ; however, its potential for promoting awareness of cardiovascular genetic disorders such as FH is unknown. September is designated as the National Cholesterol Education Month (NCEM) to promote awareness of hypercholesterolemia as a risk factor, including through social media. Additionally, the International FH Awareness Day established by the FH Foundation as part of NCEM, includes a 'Tweet-a-thon' 3. We investigated whether there was an increase in FH-related Twitter activity during NCEM in September 2018, using this as a surrogate for FH awareness.

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supporting

confidence: 84%

Use of Twitter to Promote Awareness of Familial Hypercholesterolemia

Bangash

Khan

et al. 2019

Circ: Genomic and Precision Medicine

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“…Other distinct domains such as leadership, administrative, managerial, and financial bring to attention that a digitally competent workforce should also be able to utilize technologies to oversee organizational-level aspects. It was also noted that competencies related to artificial intelligence, robotics, and social media, which are very relevant in current times, were not explicitly mentioned in the included frameworks [ 5 , 9 , 72 ]. One possible explanation could be that some of these are subsumed under broader categories, for example, competencies regarding the use of social media could be part of the communication category, or that these digital areas have yet to be covered in digital health competency frameworks.…”

Section: Discussionmentioning

confidence: 99%

A Digitally Competent Health Workforce: Scoping Review of Educational Frameworks

Nazeha¹,

Pavagadhi²,

Kyaw³

et al. 2020

J Med Internet Res

101

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Background Digital health technologies can be key to improving health outcomes, provided health care workers are adequately trained to use these technologies. There have been efforts to identify digital competencies for different health care worker groups; however, an overview of these efforts has yet to be consolidated and analyzed. Objective The review aims to identify and study existing digital health competency frameworks for health care workers and provide recommendations for future digital health training initiatives and framework development. Methods A literature search was performed to collate digital health competency frameworks published from 2000. A total of 6 databases including gray literature sources such as OpenGrey, ResearchGate, Google Scholar, Google, and websites of relevant associations were searched in November 2019. Screening and data extraction were performed in parallel by the reviewers. The included evidence is narratively described in terms of characteristics, evolution, and structural composition of frameworks. A thematic analysis was also performed to identify common themes across the included frameworks. Results In total, 30 frameworks were included in this review, a majority of which aimed at nurses, originated from high-income countries, were published since 2016, and were developed via literature reviews, followed by expert consultations. The thematic analysis uncovered 28 digital health competency domains across the included frameworks. The most prevalent domains pertained to basic information technology literacy, health information management, digital communication, ethical, legal, or regulatory requirements, and data privacy and security. The Health Information Technology Competencies framework was found to be the most comprehensive framework, as it presented 21 out of the 28 identified domains, had the highest number of competencies, and targeted a wide variety of health care workers. Conclusions Digital health training initiatives should focus on competencies relevant to a particular health care worker group, role, level of seniority, and setting. The findings from this review can inform and guide digital health training initiatives. The most prevalent competency domains identified represent essential interprofessional competencies to be incorporated into health care workers’ training. Digital health frameworks should be regularly updated with novel digital health technologies, be applicable to low- and middle-income countries, and include overlooked health care worker groups such as allied health professionals.

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“…For example, the group chat application, WhatsApp (Facebook, Menlo Park, California), was and continues to be used by many trainees for both sharing of medical knowledge and collaboration (7). Social media, such as Twitter, continues to be an important outlet for many physicians to both learn and disseminate information on a global scale (8). While these tools provide a useful virtual and social outlet for medical education, they often lack the depth and organization to reliably implement an educational curriculum.…”

mentioning

confidence: 99%