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Articles
Transforming Patient-Centered Research: Building Partnerships and Promising Models #PCORI
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The event, Transforming Patient-Centered Research: Building Partnerships and Promising Models, will be a highly energized gathering of 150 patients and hea…
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Systematic review of whether nurse practitioners working in primary care can provide equivalent care to doctors | BMJ
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Abstract Objective: To determine whether nurse practitioners can provide care at first point of contact equivalent to doctors in a primary care setting. Design: Systematic review of randomised controlled trials and prospective observational studies.
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Basic Twitter Do’s and Don’ts for Healthcare Marketers
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Important best practices for healthcare marketers to apply when it comes to marketing their hospital through Twitter.
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The Social Era Is More Than Social Media
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Using Technology to Promote Health Literacy | HealthWorks Collective
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Multimedia is a catch-all phrase for “alternatives to text.” As we discussed in previous chapters, the exclusive reliance on text – either printed or spoken – is often at the heart of health illiteracy.
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Future-of-Healthcare.pdf
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67% of physicians use social media professionally
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Social media is slowly becoming a viable tool for doctors but social media sites have to do a lot of work to ensure they offer doctors what they need and want…
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Building e-learning modules using web 2.0 services.
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Available, intuitive and free! Building e-learning modules using web 2.0 services. Tam CW, Eastwood A. Source
The University of New South Wales , Australia.
Abstract
Background: E-learning is part of the mainstream in medical education and often provides the most efficient and effective means of engaging learners in a particular topic. However, translating design and content ideas into a useable product can be technically challenging, especially in the absence of information technology (IT) support. There is little published literature on the use of web 2.0 services to build e-learning activities. Aim: To describe the web 2.0 tools and solutions employed to build the GP Synergy evidence-based medicine and critical appraisal online course. Methods: We used and integrated a number of free web 2.0 services including: Prezi, a web-based presentation platform; YouTube, a video sharing service; Google Docs, a online document platform; Tiny.cc, a URL shortening service; and WordPress, a blogging platform. Results: The course consisting of five multimedia-rich, tutorial-like modules was built without IT specialist assistance or specialised software. The web 2.0 services used were free. The course can be accessed with a modern web browser. Conclusions: Modern web 2.0 services remove many of the technical barriers for creating and sharing content on the internet. When used synergistically, these services can be a flexible and low-cost platform for building e-learning activities. They were a pragmatic solution in our context.
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