Social Media in Transplantation: An Opportunity for Outreach, Research Promotion, and Enhancing Workforce Diversity

Martin, Sean; Rocque, Brittany; Emamaullee, Juliet

doi:10.1097/tp.0000000000004143

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…37 The IDDI curriculum encourages educators to apply their educational mission in a strategic manner to improve their educational reach and impact on their desired audience(s), which may be the general public or patients, prospective ID trainees, or other professionals within transplantation. [49][50][51][52] Within the aims of the mission and the desired audience, educators should then choose a social media platform that achieves these goals with appropriate learning and teaching strategies while accounting for potential downsides of the particular modality. The digital footprint (i.e.…”

Section: Social Media/networking and Best Practicesmentioning

confidence: 99%

“…Social media campaigns on various platforms including Facebook, X (Twitter), Instagram, and TikTok have been used to increase public awareness and positive messaging related to transplantation. 52,[99][100][101][102][103] Viral campaigns have the potential to improve donation rates to increase the donor pool, but this persuasive force must be used carefully and strategically to avoid any unanticipated negative F I G U R E 5 Digital education in transplantation.…”

Section: Tid and Digital Educationmentioning

confidence: 99%

“…[104][105][106][107][108] Transplant professionals can use digital tools to educate and empower patients with trusted and accurate information while combating misinformation. 52 Developing digital content is also useful for educators focused on healthcare professionals, and Table 2 highlights some existing examples of how traditional medical education on TID topics can be supplemented by digital resources. Having educators in the TID community with the ability to be facile with social media and development of digital content may increase accessibility to TID education at all levels and provide more synchronized education across institutions and transplant centers.…”

Section: Tid and Digital Educationmentioning

confidence: 99%

See 2 more Smart Citations

The ID Digital Institute: Building a digital education toolset and community

Dong,

Walker,

Nematollahi

et al. 2024

Transplant Infectious Dis

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Organic digital education (ODE) includes online medical education content that can take various forms, such as blogs, social media, videos, podcasts, or infographics. Multimedia ODE platforms have unique benefits and have quickly become an essential part of medical education. Modern medical educators with competency in digital teaching modalities can leverage these for teaching as well as career development and dissemination of scientific research. The ID Digital Institute is a digital education program with a curriculum designed to equip infectious diseases (ID) professionals with the skills to appraise, create, curate, and integrate ODE into their teaching and career. We share the structure, content, and lessons learned from the ID Digital Institute program. We also illustrate how digital education skills can present unique opportunities to align with current and future transplant and immunocompromised host infectious diseases education efforts.

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Section: Social Media/networking and Best Practicesmentioning

confidence: 99%

Section: Tid and Digital Educationmentioning

confidence: 99%

Section: Tid and Digital Educationmentioning

confidence: 99%

See 1 more Smart Citation

The ID Digital Institute: Building a digital education toolset and community

Dong,

Walker,

Nematollahi

et al. 2024

Transplant Infectious Dis

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Current insights on social media as a tool for the dissemination of research and education in surgery: a narrative review

Yamamoto,

Goto,

Kitano

et al. 2024

Surg Today

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The purpose of our narrative review is to summarize the utilization of social media (SoMe) platforms for research communication within the field of surgery. We searched the PubMed database for articles in the last decade that discuss the utilization of SoMe in surgery and then categorized the diverse purposes of SoMe. SoMe proved to be a powerful tool for disseminating articles. Employing strategic methods like visual abstracts enhances article citation rates, the impact factor, h-index, and Altmetric score (an emerging alternative metric that comprehensively and instantly quantifies the social impact of scientific papers). SoMe also proved valuable for surgical education, with online videos shared widely for surgical training. However, it is essential to acknowledge the associated risk of inconsistency in quality. Moreover, SoMe facilitates discussion on specific topics through hashtags or closed groups and is instrumental in recruiting surgeons, with over half of general surgery residency programs in the US efficiently leveraging these platforms to attract the attention of potential candidates. Thus, there is a wealth of evidence supporting the effective use of SoMe for surgeons. In the contemporary era where SoMe is widely utilized, surgeons should be well-versed in this evidence.

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A missed opportunity? Social media and pedagogy as teachers returned to school

Williams¹

2022

RoutledgeOpenRes

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Social media and social networking sites have become popular across governments, enterprises, and non-profit making organisations. Nevertheless, education has evidenced conflicting views around the role that social media ought to play in pedagogy. This thesis examines whether or not social media can be incorporated into pedagogy successfully. The research aims are to examine the current relationship between social media and pedagogy, to identify factors that influence teacher engagement, and to determine whether or not social media can make an impact on student engagement and performance. The study is underpinned by Trowler’s (2008) socio-cultural theory and the research is based on a mixed methods approach. I applied a phase of online quantitative surveys that were analysed using descriptive statistics and two subsequent phases of interviews that were analysed thematically. I adopted purposeful sampling to recruit 434 secondary teachers with QTS to participate in the study. The results show that there is little meaningful, transformative professional development in schools in respect of using social media for pedagogy (Kennedy 2005 and 2014). I argue that CPD in schools should focus on developing pedagogical strategies with technology as opposed to focusing on the technology in its own right. Furthermore, teachers’ reflections indicated that the differences between the social media platforms are profound; thus, grouping them together can become problematic. In other words, YouTube’s functionality is applied in an opposite way to Twitter’s and with different audiences. Additionally, the study has uncovered a lack of thought towards applying technology in education policymaking, and this became problematic for schools during the U.K. lockdown. The study’s major themes illuminate the challenges involved with successfully embedding technology in education, particularly social media.

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Social Media in Transplantation: An Opportunity for Outreach, Research Promotion, and Enhancing Workforce Diversity

Cited by 3 publications

References 23 publications

The ID Digital Institute: Building a digital education toolset and community

The ID Digital Institute: Building a digital education toolset and community

Current insights on social media as a tool for the dissemination of research and education in surgery: a narrative review

A missed opportunity? Social media and pedagogy as teachers returned to school

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