Harvard Macy Community Blog

Fostering the ongoing connectedness of health professions educators committed to transforming health care delivery and education.

All A-twitter: 5 Tips to Build Your Twitter Presence as a Medical Educator

This blog originally appeared The Medical Educator Blog on June 13, 2017 and is republished here with permission http://www.themedicaleducator.com/blog/950165/all-a-twitter-5-tips-to-build-your-twitter-presence-as-a-medical-educator

 

A few years ago, my husband noted that more and more professional conferences had hashtags and suggested it might be wise for the two of us as early career academics to grow our professional Twitter presence. Admittedly, it took me a while to get on board as I’m not always an “early adopter” and I wasn’t quite sure how using Twitter would benefit me professionally. At times, the constant feed of new tweets seemed overwhelming and I wasn't sure who to follow or what to tweet about. With the added challenge of a 140-character limit I felt like I was learning a new language! As I became more and more engaged – and more users started following me – my confidence grew. After time and practice I'm now connected with medical educators from all over the world, and I recognize that Twitter offers an expansive network of professionals and colleagues at my fingertips for guidance and expertise. Since the first steps are often the hardest to take, I have compiled a few tips and tricks you can use to make the most of your Twitter presence as a medical educator.

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The Power of Why

Why is the most powerful word in education. Asking why is a mark of curiosity, the strongest intrinsic motivating factor. It forces people to find answers and ultimately ask more questions. It drives people to endlessly pursue knowledge. It, along with its cousins what and how, have driven scientists and researchers for centuries. What seeks to identify the element responsible for a given phenomenon. How is asked to better understand the processes that underpin a phenomenon. But why is the question that is asked when people want to utilize critical thinking. Why does not seek simple answers, rather it asks a fundamental characteristic that entrains judgement, reasoning, and logic.  Why beckons itself for someone with wisdom, experience and insight to bring reason and logic out of uncertainty. 

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Gregg Wells

Embrace research! Encourage re...

How will we promote the why?Encourage research thinking and practice in our learners and peers. Research is focused on why. We n... Read More
Thursday, 13 July 2017 8:08 PM
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#MedEdPearls July 2017 Peer Observation

The Peer Observation of Teaching Handbook

A group of faculty developers have come together to carry on a tradition started by Steve Davis, to highlight faculty development resources and strategies each month.

This month we are highlighting a wonderful resource available in MedEdPortal, The Peer Observation of Teaching Handbook written by Lori R. Newman, David H. Roberts, and Richard M. Schwartzstein from Harvard Medical School (2012).  We are also hoping to extend an engaging conversation in Twitter at #MedEdPearls. 

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Gregg Wells

peer evaulation of online teac...

The Peer Observation of Teaching Handbook is a wonderful resource. As the blog post notes, The Peer Observation of Teaching Handb... Read More
Thursday, 13 July 2017 8:08 PM
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High-Value and Person Centered Care Taught Through Virtual Families

The following blog has been co-authored by the CareForward Team of Senthil Rajasekaran, Lauren Mazzurco, Christine Matson, Don Robison, Anca Dobrian, Marta Ambrozewicz, Raja Koteeswaran, Mekbib Gemeda, Cindy Cadieux, Carrie Elzie, Arun Mohanram and April Pace

It seems like American Healthcare has been in “crisis mode” since 1900s. Despite so many advances, little has changed in controlling cost and improving value and health outcomes. Even though there is plenty of evidence to suggest that clinical care at its best contributes to only 20% of patient health outcomes and a whopping 80% is determined by socioeconomic and behavioral factors, little is done in medical education to address the 80%. Recently we are witnessing a welcome trend, where undergraduate (UME) and graduate medical education (GME) are seen as part of this solution. At Eastern Virginia Medical School (EVMS) we have implemented our new CareForward curriculum to teach cost, value, and health system sciences in the UME. Realizing the challenges in effectively integrating these complex topics in UME, our team at EVMS has created a set of virtual families, members of which will be represented in the clinical cases that are used in the UME curriculum. These virtual families represent diverse patient populations (e.g., age, gender, sexual orientation, ethnicity, race, culture, belief system, literacy level, socioeconomic status and geography), and introduce variables such as veteran affairs, family dynamics, financial turbulence, health equity/disparity, roles within a care delivery team, access to community resources, interactions of organizations and complexities of care in specific patient populations. Each organ system module and clerkship will use longitudinal clinical cases that are drawn from the virtual families.

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What was discussed during the #HMIchat June 2017 on Professional Identity Formation in #MedEd - What, Why and How?

What was discussed during the #HMIchat June 2017 on Professional Identity Formation in #MedEd - What, Why and How?

​Our 17th twitter chat was on Wednesday (June 7th), at 9 pm eastern standard time. 

The chat was moderated by:

  • Hedy Wald (Educators '13) and Elizabeth Gundersen (Educators '16)  

Our June 2017 #hmichat was focused on professional identity formation in #MedEd. Hedy and Elizabeth brought a few medical students to our conversation.  The following article, from Hedy Wald, was used with this chat. Click here for article

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