So time to start day 2 of MedXEd!
I am very excited, but for those that read my previous post on Day 1, a forewarning, this day is workshop oriented, and I wont be in every workshop, so I will be only writing on what I see. Follow the #MedX Twitter feed if you want to see experiences outside as well!
Of course, I'll still cover the keynote and other public sessions!
7:46AM: So, getting coffee, found a seat, now trying to find out what workshops I am attending! Ok so everything is online, and here is my itinerary (based on my selections pre-meeting, wonder what I got!):
- 9:10-10:40 - Integrating interprofessional education with interprofessional care: learning from the clinic at Mercury Courts experience
- 10:40-12:10 - Presentation makeover: How to design beautiful and inspiring educational presentations
- 1:10-2:40 - Presenter 101: Using presentation software and other digital tools for engaging an audience
- 2:40-4:10 - Editing Wikipedia for med school credit? You can too!
Well, I got most of the ones I signed up for! Awesome! Some of these weren't to high on my list, but based on yesterdays experience I am sure the content will be great, and I can apply some of it!
Coffee again, and got to chat with an awesome guy from New Zealand (@Stevegallagher). Conversation ranged from digital health, psych, mindfulness, and beer. Love the people I'm meeting here!
8:08AM: Opening introduction by Dr. Chu, great shoutout to speakers. New things this year are the learning labs and deep dives being hosted. He wishes he could attend every session (don't blame him). Call out to follow Twitter (who uses email anyway?). This is an open access conference with live-streaming. Over 6,000 tweets from the meeting yesterday. So many people involved that weren't even here, great example of conference tweeting impact to our colleagues that couldn't be here. Now introducing the keynote speaker of the day. Yesterday he challenged us to forget everything we knew about medical education. Ask lots of questions (e.g. what is.... what does it mean....). Sarah is a visionary leader, of Stanford 2025. Inspiration to faculty and students, and today we get to listen!
8:14AM: Keynote time! Video playing on a trip to the future. This video is freakin amazing. Time machine to 2025, that goes to 2100 with a look back to 2025... my god this is inception worthy. I swear the production value that goes into the work here is amazing! Roleplaying was pretty good. Classrooms give a good insight on how we think students should learn. Enforces sage on the stage, should be quiet. Can not be configured. Encourage to record what we hear for future reference. For respect. This model goes back to the Greek States Forums of learning… The learning environments are so old and ingrained (I’m thinking all the pomp and circumstances at graduation). This leads to an interesting debate on the form and cost of higher ed. Critique of the top tier institutions admissions. Damn to much expected of students these days in my opinion. We are fostering and army of HS students aiming for a small definition of success. Yale speaker has quipped that we are training we are training really good generation to jump through hoops, or really excellent sheep (New Republic article I need to pull out). We have students going into areally disruptive world, and need students to understand that they won’t be our leaders based on their pedigree, but because they need to be our best thinkers and doers. Rise of digital technology is disruptive (looking at you MOOCs). Many were scared, challenges the status quo of medium. We are past the hype, but can look at the hype and potential uses. What is the future of in-person learning experience? Did a process of interviewing to understand the end user (mans, students and user based design seems to be a thing to talk about it seems). Giving example of history student, and how one was scared of major, and took a year off, despite the social pressure. Took a year to work on a political campaign to learn and then came back. Video quality iffy, but message is good! “taken control of education in a meaningful way and in life” Interesting incentive. Doesn’t care for grades, but better than have been! Does more of work assigned, and enjoy it more. Nice to hear, so how do we get more Becca’s with more control over education and their lives. How do students ‘hack the system’ of their education? Sent students into the environment, largest used bookstore ( largely now online industry comparison), Homeboy Enterprise, SpaceX, a lot of interesting elements to pull from. Homeboy showed no one pattern and path, individualized elements. If you can do this in that environment, why not in education. Even investigated Cirque de Soleil – How do they stay sharp over time? Because they are always learning new skills, even if you are the best. Acrobatics take salsa dancing to remain in shape and stay in element outside of the norm. Opens some provocations: 1) Open Loop University (What if you could exercise every day for 4 years and be fit for the rest of your life? Ridiculous right? Same applies to education. We need to change that concept, and education integrated over your life. What if when you came to college you had 6 years to spread over life. Loop in and loop out.) So no longer apply to college, but you are recruited. Huh, video time. Seems like the thought process of start-ups to find and recruit. Changes way how people prepare for college, so that students can be started by recruiting committees. This… is really a disruptive thought. I think admissions would HATE it to some degree. Cool. 2) Paced Education (What if students moved at their pace. Some students are never sure what they want. This industrial process leaves a lot of room for innovation. What if we change the way of student development from coming of age and cognitive development. à Paced education for calibration for what students should actually study in preparation for a rigorous track. Then they dive into a field to learn, and then practice those skills and work on an interdisciplinary team.) 3) Axis Flip (What if college wasn’t about accumulating information but developing competencies. We are never going to live in a world again that we can’t access information again. What if we flip things around from topics and skills to underlying capabilities? Campus becomes focused on teaching hubs. Communication, quantitative reasoning, that can be applied for the rest of the students lives. A new college transcript! No more time/credits, but something about what the students are prepared for. A highly personal transcript! What can a student actually do?!) 4) Purpose Learning (What if students declared missions, not majors? [How can this thought disrupt medicine? Is pharmacy a mission?] What you wanted to study used to be a ‘major’ mission. Requires project based learning. Coupled with other components of impact requirements – impact labs where students and faculty collaborate with local leaders and community workers. Mastery with meaning.
Ok, I need to really come back and reflect on how this can impact medical training and learning. Some of this is cool, and some just really seems out there for me. I eagerly look forward to reading on others thoughts. This is really alot to digest....
8:43AM: Chair of technology hub speaking, apparently will be 5mins of talks going. I will have to explore what they have. Ok, the internet here is SO MUCH SLOWER. No images for now. Osmosis now coming up to talk. So, when does Osmosis come to pharmacy? O a demonstration with the Osmosis Med to demo! Cool. I really think its amazing how much Osmosis has grown over the years. I like the curriculum syncing they have in their course, especially with tests coming up and push notifications. O look a game! Play against each other. I love gamification in education. Lets go word with friends for #meded! Another company, on MedMetaphoria (pun on metaphor I think). Name is hard to pronounce it seems… Psychiatric resident presenting this topic, from NZ. HealthInnovation hub from Auckland. Game being demoed to try. Image of an iceberg in front of Pyramids. Need to dive deeper than treat tip of iceberg. Medical student is a production line. Skills, knowledge, etc. Lots of textbooks need to be crunched by students. Issue is knowledge retrieval. SO this plays on visual cues it seems and helping students remember. To learned and retrieve knowledge at POC. Lock and Key model – Back to drug mechanics. But analogous to working memory to long-term memory. Demo playing. The music choice… sounds like an action movie. Very interesting use of symbolism and game based learning. Now for another company, PicMonic – Visual learning community. Platform to learn and share highly visual pneumonic. Pictures for pneumonic cards. This is not something that comes up for pharmacy education I feel at times. Huh, theres a publication on this, will have to pull it (PubMed:Picmonic/adv med educ) Control vs picmonic group. Now showing story of ebola RNA Rhino, with E-Bowler. Ok, this is a cool case with a straight forward question. Seems like something that may be beneficial over route memorization. 5-FU = Flurouracil (Kung fu guy with number 5 on him). New presenter, on a concern related to the fact that medical people learn a lot and know a lot and still don’t help, some patients come into the hospital and get worse. (To err is human I suppose). Errors and thoughtlessness can have a major impact on patients. How do we help people experience a situation that can have serious outcome but without actual damage. Simulation. Shows image of waiting room (for most its not a fun time). Now shows a simulated waiting room, we can use tech for this purpose. Seems like an old idea really… show me the innovative factor. Being used at the University of Buffalo. (I swear, when the game industry gets involved in this realm, it will be amazing, why aren’t we partnering with them? I mean, Destiny had a half billion budget…). Simulated experiences needs to be 1) Realistic, 2) Challenging, 3) Brief. This helps it fits the workplace and recreate their environment, represent a typical crises and pushes out of comfort zone, and if make mistakes can finish and repeat and try again and again to relearn. Example of sepsis (which is a critical disease) with 5-mins cases with different angles. Experiential and realistic learning. SIMTABS LLC was the name of this product group. Next up is another presenter… Where is he? O there he is! Hey wait… isn’t it workshop time? Ok, Im going to take a look for a room for workshops… not sure if I am missing something here. No announcements. I can come back and look at demos later….
9:25AM: Ok, so it looks like we are just running behind, and that the workshops haven’t started yet, so I am just gonna chill out here and get coffee until the workshops start. Shame, was confused about that, and seems a lot of others were too. Ill have to catch up on the product(s) I missed later. That includes Figure 1!
OK, my new invention, conference tables with power plugs with a nice centerpiece. Not enough power I swear.
9:35AM: So found my first workshop! Time to see about interprofessional education and interprofessional care. They are still setting up. We’re outdoors, under a tree… interesting. Stil WiFi Issue. I think that’s my only complaint so far at this meeting, but then again they have us at a different building than yesterday.
9:39AM: So the workshop is going to start early, people still missing. OMG being outdoors maybe not the best, we have construction across the street, need to yell, I think the presenters are doing their best though! This is awesome, meeting the people behind the Vanderbuilt program that was showcased yesterday! Im so happy I got to see this session! Oooo buzzword "Extreme Team Care!" I feel there needs a logo for this. Doing some talks on people backgrounds. Really nice to see different backgrounds, PT, Social Work, Pharmacy, MD, etc. I am hoping to see how they put together their program, and the barriers that they overcame (or didn’t). A lot of people want to see how integrated with students. Nice that they are asking for expectations of the workshop. Be curious how to assess interprofessionalism. So we are going to go through the journey of this group. They are asking what we are doing for IPE and concerns. Ahh, so this was a grant funded initiative, along with support from multiple schools. Clinic came from housing industry for patients that were getting sick who were not able to stay in sustained housing (so this is a lower socioeconomic clinic background) which was looking for some level of care for this vulnerable population. This makes it a very interesting environment then. 1,300 patients for 3 exam rooms… Must be very creative. Lots of homelessness and post-jail time in patients. Not to get political, but uninsured also an issue in this state. Their team is NP, Pharm, Social work, Physician, RN/MA, Patient advocate, Clinic administration. Seen many students, mainly Nursing, Pharmacy, PA, even law and divinity. Team is made up first year med student, second year nurse practitioner student, fourth year pharmd student, and second year MSW student. Cool, nice broad range. Ooo, there is some acting on the video due some personal events (short coat vs long coat for actors and actual profession). Steps of a visit student led being shown with a video:
- Social work student completes social assessment
- Team comes in with translator if needed, everyone introduces each other
- Examination done
- Then students give their thoughts to medical team (preceptors) along with differential – Students play their roles (pharmacy student about OTC use and care/MD student on assessment).
- Faculty then goes in and confirms clinical findings
- Then rediscuss as a team about patient case after confirming case, Pharmacy gives thoughts on treatment, discuss follow-up
- MD comes back in and implements plan with students accompanying
Using the Toronto Model. Got a handout, will try to post link. Got a handout, will try to post link. VUSN population health model, Team development measure, Qualitative interviews. A lot of models online. IPE merged with IPCP (WHO 2010 and IPE expert panel 2011). Exposure, immersion, and competence go into this model. Students include those that are part of VIPL and rotation students.
- Lack of other institutional collaborators
- Practical issues
- Faculty development issues
- Assessment issues
- Lack of regulatory expectations
- Interstate variability in scope of practice
Similar problems with other schools. The pharmacy school takes rotation students at site (16 per year, of 43 means that they are taking other students part of VIPL). The faculty member also has a pharmacy resident to cover days he is not present. Food for thought. The clinic uses a lot of students. There is always a core team, VIPL come once a week, some students there everyday or only 2-5 times a week. A lot of grant funding. Is there training prior to coming to the clinic on interprofessional? VIPL handles that. VIPL doesn't want defined roles, priority is patient needs, and system needs broadly. Deep skills come from curriculum (this all from VIPL rep here), Not giving didactic role at the clinic, showing how skills overlap and shift in the clinic. Lots of team meetings and conferences to understand each other and be integrative. Grant money is done, but schools are paying because the success has been so positive. They are looking at scalability of this program -- can it be applied at TOC? May be interesting...
Keys to success:
- Initial immersion retreat
- Intentional and planned 'time outs'
- TDM (team development measure) and qualitative interviews to 'take the temperature of the team'
- Routine, structured communication during the clinic day -- SBARs, Huddles, Complex case reviews
Other thoughts on model. Overview of traditional, where patient --> NP/MD --> adjunctive team members (Pharmacy, social worker, others). Did a PDSA approach to improving flow, Forming team --> Develop data work flow --> Interprofessional workflow --> Evaluation. Lots of meetings and work huddles I feel went into this. Each profession leads at different times during the patient case depending on needs at different times. Goes into workflow.
Now a video breaking down the steps of the approach.
- Social work first. Student interviews patients. Social history. Health insurance issues. Go over any other needs for the day. The duties help: Builds rapport, awareness.
- Initial patient review by students
- Initial brief with team going over patient. Includes students involved in the case. Structured patient presentation by each student. The faculty push the students on normal practice round activity thought processes it seems. [My observation] This seems to work only when faculty work together to push each others knowledge and students thoughts. Could be easy for one to dominate overcoming each others roles.
- Provider confirms student findings. Faculty see patient without the student in this video, or is at least leading the conversation themselves. Presenters confirm that students are there, but gives them a time to observe the actual practitioner.
- IPCP Plan Formulated. Team reconvenes and goes over plan. Social worker is present as well and others on the team. 'Time Outs' are key. Other work occurring during this time (lab work). Students go over plan, with the treatment.
- Wrap up time/closing patient visit. Being led and overseen by faculty, in this case the pharmacist is ensuring the patient counseling. Non-pharm also discussed. Social worker comes in and activities.
- [Optional?] Phone Consult with Physicians. Goes over patient. Such as labs and discussions of problems. [Could you use teleconference? Suppose be more $$ and difficult in this environment]. I would think that the MD/DO assigned to this must be key in order to be willing to oversee or coordinate care. Seems interesting with the fragmented health system environment present.
- Complex Case Review. All come together in the team (students and faculty) discuss the case. Looks like presenting an ongoing case, kinda cool that maybe those that didn't see can ask questions, and updates shared.
Closeout: Awesome presentation, the presenters did well, and theres alot of food for thought. Looks to seem several pubs coming out of this. Need to look up "Interprofessional Touches"
11:15AM: Time for the next conversation! Presentation Makeover time! Get rid of the bulletpoints! Talk as a speaker. The images are fluff heads to make the points stick better. Get ready of animations and things flying around. There are alot of things in PP that fluff it up and we think make it better but can really take away from the presenter and information. "People who know what they are talking about dont need PP" ~ Jobs. Use your hands and emotions. Watch out for the carnival duck (the presenter who walks around bowed over). He's going over normal presentation style. OMG I LOVE THIS> showing an image of King speech, in PP format:
- Free at last!
- Free at Last!
- Thank God Almighty,
- We are free at last.
Yeah... Really doesn't look good in bullet point format. He's showing people and famous speakers and design. Neat books, presentation zen design. I should look into it. Multimedia learning another book being mentioned. Really should look into this. How to make slides that keep you awake and to learn from.
Slides are a form of teleprompting. Stop that. Images can help possibly. Kinda interesting, going back to early businesses on education, this can come back into teaching/learning. Can we help them learn from it. Find high resolution image that just looks nice. Then go around the world and talk about it. We should know the material anyway. heh, Speaker calling out he's not teaching. Rather we need to learn and change thought. Ok, I call out this article and recommend it "Let there be stoning" by Jay Lehr. Slides need to be intertwined with teaching. This session is more on just talking to students and teaching, not quite on methods of avoiding slides necessarily.
PowerPoint is not a talk. Make good titles. Deadly signs of chest pains vs Signs of Chest Pains. Some discussion on how to put in images of data. Powerpoint smart art is not necessarily a good thing. Some things can't be avoided if you are forced to do things (CE's). Book on 'Slideology'. Some people say slides are now a document. Presentation vs Document. Takahashi Method (look it up) being mentioned on terms of presenting. Large Fonts and Simple words. Another one is Lessig Method. Words appear as he talks about it as he gives out a mapped talk. Storyboarding can help change how you do slides. For instance, what is the story you want (map out talk), and then imagine how you would show it. Key points = slide element with visualization. Freemap with pen paper to do this, or even just use Post-Its to map out a presentation.
Your slide set should be the last thing you make when preparing a talk or lecture. I like the concept of mapping. You can even just map on your slide deck, say 'put image of ____ here.' Also, don't force humor.
- Don't read the slides.
- Animations. Do they really add things? Can be distracting.
- Captivate. Tell stories. (My thoughts, cases as stories). Book - Made to Stick.
- Video can help. Frame the situation. Go go GIFS!
- Use Pictures. Use them smartly. Cognitive Load (only so much capacity)
Ok, overall, I liked this presentation, its inspiring (which I think is the goal) but Ted style talks are good for thought, not doing. I think I can look into the references he mentioned (again his point) and read up more. Glad I attended.
12:12PM: Lunch time. Need to recharge Laptop, time to find an outlet! Met some of my favorite people. Quite fun!
Workshop Three (Similar to Last One)
1:15PM: Finishing lunch, starting next section. Huh, its Rob again from last session, not to bad I guess! Presentation Tools for Educators. Always look for the one person in the room smiling at you. FIND YOUR CHAMPION! Go to that person that is your 'pick-me up.' He's reviewing some material from last session I attended. Time to upload some pics I suppose. Ooo Cognitive load again. I swear that is something I really need to update on again. Need to stop death by PP. Our sole job is not to deliver content (ideally a presenter knows the content). Rather to inspire learners to go home and self-learn and drive yourself (I think I know alot of educators may not feel the same way, but the argument at MedX [which I agree with] is that the world is changing). Alot of this advice is to inspire to greatness. Heh, don't let your presentation be corporate. Students shouldn't a corporate product. Goes back to earlier speakers of how to develop a student. O, E-Patient Dave is here. Good question about content and the load of information across slides. Rob is striving to say to use slides to get people to pay attention or drive to learn further, and that mobile isn't always a fear. The speaker is the message, and the slides help back it up. The more you add on the slide, the higher the cognitive load, and the listener will checkout. I swear, I want the slides he has about death due to PP. Some good ones he's showing. Rob wants to end bullet points, but some places still need it (lets say when translators or involved). Some audience likes bullet points, as a guiding point to give the talk, to remind about key points, But Rob arguing (again) drains the listener and can engage the listener differently with other medium. Rob likes Keynote, alot, benefits is simplicity and incorporation of videos vs PP (but makes your file hella big [good luck emailing that]). Simplicity helps with presentation design, and pointing out that PP has alot of perhaps needless items. Do we connect the message with the slides at the end of the day? It's about connection. Challenges members of the audience to review their slidesets. Does the message purport simplicity [Now, I did talk to Rob after last lecture, about lecturing on pharmacology, and some things may not come across well, but perhaps images on the item can help such as the pharmacological mechanism]. What does your brain want to see up on the screen to get the message? So, are slides a document for your content, or a prompt? Or maybe it's something more. O, he has a cool item, its a tweet adjunct on his presentation called Tweet While You Talk (#TWYT), in order to work you need WiFi and the add-on in presenter mode. There is some shorthand code to do this [Tweet] content [/Tweet]. Just be careful, program not that smart, going back and forth over slide will spam followers. Now he's talking about Prezi. [Personally, I'm not a fan, makes me motion sickness and too much damn work -- Though Berci used it decently yesterday]. Pointing out that too much movement isn't good, maybe just alot less would be good.
Ok, You know what? After listening to this topic for the past two sessions, I have to ask:
- Did PP make bad presenters?
- We want to return to the age of presenters as the center of speaking to back up information (but then again we are seeing alot about the deconstruction of lectures and group-work). In some ways remind me of old universities.
- Another question I have is if the need for more 'entertaining' presenters with personality is what is needed to grab modern learners (e.g. Millennials)
Ok, anyway, PP vs. Prezi, PP wins. Though speaker supports Keynote more. Though audience members like it, to show connection, and zooming in on aspects. Now showing another slide from Prezi, saying alot of work, and pulls away from speakers message. But now showing one that is decently well done, but I'm still not a big fan. GOD THIS LOOKS LIKE TO DAMN MUCH WORK. Heh, one member of the audience really doesn't like seeing this. Prezi has a free trial, and runs about $60/yr for subscription. Now up is PowToon. Good way to advertise, but may be good to teach simple concepts. Way to whiteboard your message. Free 1-month subscription. Rob says uniformly that there is a wow factor, and people like it. OMG... $57/mo subscription. Audience saying there is a free educator account for a year. Will have to look into this. Another audience mentions 'Crazytalk.' Can put music. I would recommend Google/Youtube Free music, some I really love. Hmmm, Ok, I could see some use of this for flip the conference or classroom items. Good question from audience member about images (and thats a question I have about image rights, I hear so many different things on CC licenses and such -- wish he'd talk about it). Slides [Beta] is a simplistic design presentation tool. Templates are kinda cool, but again, is this distracting I wonder. But, the slide decks seem very professional, I think you can be picky though. Linked in with SoMe areas. New area is Videoscribe service. It's $16.50/mo and annually its $198.00. Try the free trial. Allows you to play with a blank canvas. Allows you to make a video and items. Audience ask what Khan Academy uses -- Wacom tablet. Meh, my hand writing isn't that good. Don't forget the power of video [Gunshot wound video], emotional charged video can pack a punch. Anytime you activate a learner, the more you take away the cognitive load. I like that comment... Personally I dont use alot of video, he recommends SAVEDEO. Interesting, a way to download videos (its a converter). Heh, the Nail (in the forehead) video.
Rounding down, your talk is not about your slide set, it's about you. Have a story, have good eye-contact. Slides are just a small part of what we do.
I do enjoy his talks, be interesting to see him talk to pharmacy schools. [End 2:23PM]
Last Workshop of the Day!
2:51PM: Bring on Wikipedia editing! No COI. Interesting that most here have positive thoughts on the use of Wikipedia. After all, isn't wikipedia for all free medical knowledge? WE all use Wikipedia, let's not pretend we don't. 8K views per second. Non-profit based in SF. 200 employees. There are (dated info) 180k medical articles and ~>5billion views annually. More than NIH, WebMD, Mayo, NHS, WHO, UpToDate. I like to use Wikipedia, and have students compare its information against other sources, always a fun thing, after all so many use it! WIkipedia has a grading scale. And they have ranking for medial as well. Reminds me of what goes into a guideline. Best article [Tourette Syndrome] vs Stub [Acute Care] and B Rank is [Tuberous Sclerosis]. Now he is bringing up WikiProject Medicine. I've always admired this group, though I never have thought of dedicating any time to it. Oooo... Importance scale, readership and global burden of disease. Such as Dengue Fever [Huge burden, but not much readership in US/Other developed nations], or Human Sexuality. Now we are gonna visit WikiProject Medicine. Now talking about Wikipedia Zero - Pull Vimeo Video - its a nice video from those around the country. Phone services are offering Wikipedia for free. Schools don't have a library. But many do have cell phones [echoing my belief that the digital divide is disappearing. Digital health is something I really want for those that are vulnerable]. He is putting a callout to academic partners to drive the thought process behind wikipedia. Now he is talking about activities at UCSF for and elective credit. Audience question: how did students choose what topics to tackle? Presenter, he ask students to pick one article and work on it all month, but he encourages students to work on a low quality article. Some students will work on topics that they find of interest (e.g. those interested in OBGYN went after those topics). E-Patient Dave throwing out where patients can play a role. Presenter - Students found this a challenge more than they anticipated. What do they as future physicians determine what to include for others to read? The lead article top part is the hardest to write (e.g. the jist of content). The meat and bones tend to be easier to edit. E-Patient Dave again throwing out that patients have better knowledge of potential studies under way (due to their searches), and how can that be worked out? Editing Wikipedia is harder than it ever was. The problem is that Wikipedia wants knowledge widely accepted, and that clinical trials is difficult due to depending on where it stands (Fact: there is a clinical trial, but need to remove the emotion behind it). O cool, he's handing out the glossy stuff on information now. Need to look up the Wiki Edu - Wiki Education Foundation - Partnering with educational areas to help partner and teach with wikipedia. Beats wastebasket assignments, and helps students build meaningful content. Can log in and create course assignments related to Wikipedia. Wow, there is alot of work to get educators in medicine to help with content! E-Patient asking is it now less often for patients coming across wrong data on Wiki. Hard to answer. Audience chatting on how the accuracy is better now, and call on the view for us to update it is not less fringe theory. There is more overwatch now than in the past. You could delete the section of Cardiology, but would probably be reversed in 5 secs. The controversial topics are higher risk for vandalism. This is prevented by automation, quasi-automation, and editorial oversight. Move from digital consumer to digital contributors. Physicians have been first to denounce information that patients to consume, but last to help solve the problem. NASF is giving grants for science and digital modes for creation. Mention of @FredTrotter, who is now speaking. Topic moving towards open access of information. Aaron Swartz comes up now and the MIT issue. Giving example of ex-wife who was a medstudent who was using wikipedia up to a point when the data was no longer relevant. This led to a Robert Grant to look into how students are using wikipedia for #meded. Just got IRB approval. This may help to identify where data is relevant based on browsing history. Let's find where the right information is, and what needs to be fixed. This then builds a feedback loop (e.g. bug tracking device) that MS1 & MS2 find an problem with, that then MS4s can go back and improve. This loop could help fix alot. Gott in Himmel this is cool. Should see if pharmacy students could do it. Heh, blue numbers, good way for us to see a side by side where things are comparing. Looking to work with Cochrane -- come out with review article faster to ping the author back faster and keep it updated indefinitely (will probably take 3 years no matter to make the article, but lets keep it updated). E-patient dave putting out that many docs think that Wikipedia is crap still. Presenter is trying to publish to address naysayers. Hope it gets through review. The Dengue Fever actually got published retroactively as an article. The Ebola Crisis there was a push to make it a good article status, and then translate into those facing crisis. Audience member about Cancer.uk trying to push the authenticity of Wikipedia. Some are encourage that as you do a systematic review that you also go and update Wikipedia. James may argue that some researchers and writers are pirating Wikipedia content as their own. Concern about citing a webpage as it changes vs traditional that stays still. Argument about learning to cite a specific a version- which is citing a metacitation at one point in time. Wikipedia is a constantly evolving beast. Bias versus high quality and enlightened data. A clinician may see something different than a patient in a wikipedia article. Say a patient cant understand diabetes from their provider. They look at Google, WebMD, Mayo, but then advised to talk to their doctor (which they have the issue with), versus Wikipedia just gives a link to too much depth. Wikipedia can give a runaround, for good or bad.
Thoughts: I love this talk on the nature of research and data that constantly evolves. Is Wikipedia the best for the future of medical data to be spread as we slowly get away from textbooks, we embrace databases like UpToDate or Dynamed, will Wikipedia be the end all be all product we all use?
4:15PM: Breaktime and coffee time!
4:22PM: Closing Panel time! So, those that stayed till the end get M&Ms with Zoey on them, no longer the speaker faces (was a bit odd) and a card to fill out on 'how might we...' do things differently. Now panelists are chatting. Going back to Coldplay's song yesterday we are stars. We are here to explore new ways in medical education. Panelist is curious how far we have moved from ideation to action? What new ways of thinking did we bring back? MedXEd is changing alot of how we need to change medical education. How to evolve courses and thoughts. Moving to interprofessional training. Not just silo education. Information management is also key. How are we gonna manage the inputs? Some thoughts on the Wikipedia editing functions, harkening back to we criticize on the information available but need to offer more of our patients, and the world at large. Other panelist thoughts, we need to go where the learners are. We need to occupy in some sense the spaces where the learners are comfortable in, where current educators may not themselves feel comfortable in, all in order to create a collaborative learning environment. In some ways how the classroom is online. But it is very complex to merging the online and in-person learning opportunities. We need to listen to students just as much as we listen to patients. Next panelist, good to just meet people and finding similar ideas and problems to be solved. How to get students to lectures? Why are we trying to control how our learners learn, why are we trying to upset how learners learn (e.g. mandating attendance by swiping in). Dr. Chu highlights are how we are flipping the paradigm by having patients add to the training of doctors curriculum design. And how this can impact patient care which is the ultimate goal. How do we train and nurture the next generation of students. Alot of innovative students coming up with technologies to meet the gaps that they see in their curriculum because it's not being met. A shadow curriculum is developing. MedX embraces inclusivity and create such an environment, and prototype it. We cannot get T3 evidence for everything we do in the curriculum but things need to change as well. (Remembering the references to the parachute study). Another panelist points out the connection behind e-patients and students. We may need to pay more attention to them than given credence. How can we increase one-on-one with patients to increase learning, and how it disrupts medicine. What are we going to do when we go back? Panelist Bryan saying he wants to bring Wikipedia back to their institution, and bringing more interprofessional education. Heh, good joke, Dr. Chu will strive to work on MedXEd 2. OOOooo, panelist is launching minor in medical humanities, and will get students to help design the curriculum. (I love the idea of bringing the humanities into the medical education). Humanity (or the art of) is at the heart of medicine. Technology plays a large role of this conference, but tech will come and go but patients will remain. Technology is just another tool to foster connections. Its new and foreign and scary, but the essence is about connection, and need to not be at odds with each other. This is relevant as technology replaces more and more what we do. If a machine can replace it, then it wasn't very human to begin with. Huh, the human computer interface is being brought up by another panelist. Let us look forward to next year!