Professionalism and the Internet in Psychiatry: What to Teach and How to Teach It

Defining a Mismatch: Differences in Usage of Social Networking Sites Between Medical Students and the Faculty Who Teach Them

“…As DeJong et al observed, the current generation of learners relates to the Internet more as an extension of themselves than as an external resource. 19 Indeed, in contrast to faculty, most of our students access SNS one or more times per day, and many access it more than five times per day. This fundamental difference between students and faculty underscores the need to develop a curriculum that accounts for the personal way learners relate to social media and is relevant to the their usage patterns.…”

“…The decision to ignore harmful content conflicts with AMA guidelines, which advise physicians to address concerns with the author, and report him or her to appropriate authorities if the content is not removed. 21 A possible explanation for this discrepancy may be that, given that the current generation of learners relates to the Internet as an extension of themselves, 19 confronting a colleague about his or her online content may feel like personal attack rather than a professional responsibility. This difference in perspective between learner and educator must be addressed in a curriculum on online professionalism, enabling students to define personal and professional boundaries online and recognize potential harms to oneself, patients, or the medical profession associated with SNS use.…”

“…This concordance was unexpected because a national consensus on this topic has yet to develop. 9,19,[22][23][24][25] It may be explained by the observation that all students, as well as many of the faculty, had previously completed the same course in clinical ethics that emphasizes patient autonomy and privacy. A curriculum to train students on appropriate use of SNS should include a discussion of this topic with a review of potential risks and benefits.…”

Adolescents and the Internet: What Mental Health Clinicians Need to Know

“…Have you ever posted something or done something on the Internet and regretted it later? emoticons) [73][74][75]. Clinicians should be aware of professional guidelines [76,77], institutional policies, and malpractice carrier requirements when using technology in practice.…”

Impact of the Information Age on Residency Training: Communication, Access to Public Information, and Clinical Care

“…A Task Force of the American Association of Directors of Psychiatric Residency Training (AADPRT) published a conceptual paper on web-based training issues and new related educational needs. This paper was a comprehensive overview of key issues, including liability, confidentiality/privacy, therapy/boundaries, safety issues, libel concerns, and conflicts of interest [5]. A model informatics curriculum for psychiatric residents was put forward over a decade ago [6], which presented a complete didactic outline.…”