Blogues et Wikis

Apprendre à créer un blogue ou wiki

Blogues sur l’éducation médicale et les medias sociaux

Albert Einstein College of Medicine Blog: The Doctor’s Tablet.  Social media: Promise and pitfalls for doctors.

Albert Einstein College of Medicine Blog: The Doctor’s Tablet.  Q &A with KevineMD: Doctors, patients and social media. (2013).

CaduceusBlog. Why medical education should embrace social media (2013).

DrJohnBlog. Ten simple rules for doctors on social media. (2013).

FutureDocs: A blog about medical education thoughts, news, policy with tips for medical students and residents.

Scope, Stanford Medicine. A conversation about digital literacy in medical education. (2013). Stanford University.

Queen’s University, School of Medicine, Faculty of Health Science. Undergraduate School of Medicine Blog .

Articles

Archambault, PM., Van de Belt, TH., Grajales, FJ., et al. (2013). Wikis and collaborative writing applications in health care: A scoping reviewJournal of Medical Internet Research, 15 (10), e210.

Background: Collaborative writing applications (eg, wikis and Google Documents) hold the potential to improve the use of evidence in both public health and health care. The rapid rise in their use has created the need for a systematic synthesis of the evidence of their impact as knowledge translation (KT) tools in the health care sector and for an inventory of the factors that affect their use. Objective:Through the Levac six-stage methodology, a scoping review was undertaken to explore the depth and breadth of evidence about the effective, safe, and ethical use of wikis and collaborative writing applications (CWAs) in health care. Methods: Multiple strategies were used to locate studies. Seven scientific databases and 6 grey literature sources were queried for articles on wikis and CWAs published between 2001 and September 16, 2011. In total, 4436 citations and 1921 grey literature items were screened. Two reviewers independently reviewed citations, selected eligible studies, and extracted data using a standardized form. We included any paper presenting qualitative or quantitative empirical evidence concerning health care and CWAs. We defined a CWA as any technology that enables the joint and simultaneous editing of a webpage or an online document by many end users. We performed qualitative content analysis to identify the factors that affect the use of CWAs using the Gagnon framework and their effects on health care using the Donabedian framework. Results: Of the 111 studies included, 4 were experimental, 5 quasi-experimental, 5 observational, 52 case studies, 23 surveys about wiki use, and 22 descriptive studies about the quality of information in wikis. We classified them by theme: patterns of use of CWAs (n=26), quality of information in existing CWAs (n=25), and CWAs as KT tools (n=73). A high prevalence of CWA use (ie, more than 50%) is reported in 58% (7/12) of surveys conducted with health care professionals and students. However, we found only one longitudinal study showing that CWA use is increasing in health care. Moreover, contribution rates remain low and the quality of information contained in different CWAs needs improvement. We identified 48 barriers and 91 facilitators in 4 major themes (factors related to the CWA, users’ knowledge and attitude towards CWAs, human environment, and organizational environment). We also found 57 positive and 23 negative effects that we classified into processes and outcomes. Conclusions: Although we found some experimental and quasi-experimental studies of the effectiveness and safety of CWAs as educational and KT interventions, the vast majority of included studies were observational case studies about CWAs being used by health professionals and patients. More primary research is needed to find ways to address the different barriers to their use and to make these applications more useful for different stakeholders.

Sandars, J. (2006). Twelve tips for using blogs and wikis in medical education. Med Teach 2006; 28: 680–682.

Blogs and wikis are an emerging area in medical education but are widely used by the general public. These easily accessed websites can be used for a variety of purposes. They can provide a learning resource that can be read by learners, they can be written by learners as a portfolio, and they can be used as a collaborative learning space. The exact use will depend on the requirements of the learner and the educator.