Apprendre à utiliser Twitter


Chapman, AL. (2015). Tweeting in higher education : Best practices. Educause Review, September 14, 2015.

Key points: A survey of literature regarding Twitter use in the higher education classroom finds substantial support and good advice regarding its usefulness in pedagogy. Research found that Twitter aids students in building relationships, fosters students’ connections with each other, and allows them to create meaning through sustained communication. More research is needed to determine if Twitter can affect active learning, class participation, and learning outcomes.

Choo, EK., Ranney, ML., Chan, TM., Seth Trueger, N., Walsh, AE.,Tegtmeyer, K., McNamara, SO., Choi, RY., Carroll., CL. (2015). Twitter as a tool for communication and knowledge exchange in academic medicine : A guide for skeptics and novices. Medical Teacher, 37 : 411-416.

Twitter is a tool for physicians to increase engagement of learners and the public, share scientific information, crowdsource new ideas, conduct, discuss and challenge emerging research, pursue professional development and continuing medical education, expand networks around specialized topics and provide moral support to colleagues. However, new users or skeptics may well be wary of its potential pitfalls. The aims of this commentary are to discuss the potential advantages of the Twitter platform for discourse and, finally, to recommend potential safeguards physicians may employ against these threats in order to participate productively.

Chretien, KC., Tuck, MG., Simon, M., Singh, LO., Kind, T. (2015). A digital ethnography of medical students who use Twitter for professional development. Journal of General Internal Medicine, published online : 08 May 2015.

Objective: We aimed to explore how and why medical students use Twitter for professional development. Design : This was a digital ethnography. Participants: Medical student “superusers” of Twitter participated in the study Approach: The postings (“tweets”) of 31 medical student superusers were observed for 8 months (May–December 2013), and structured field notes recorded. Through purposive sampling, individual key informant interviews were conducted to explore Twitter use and values until thematic saturation was reached (ten students). Three faculty key informant interviews were also conducted. Ego network and subnetwork analysis of student key informants was performed. Qualitative analysis included inductive coding of field notes and interviews, triangulation of data, and analytic memos in an iterative process. Key results :Twitter served as a professional tool that supplemented the traditional medical school experience. Superusers approached their use of Twitter with purpose and were mindful of online professionalism as well as of being good Twitter citizens. Their tweets reflected a mix of personal and professional content. Student key informants had a high number of followers. The subnetwork of key informants was well-connected, showing evidence of a social network versus information network. Twitter provided value in two major domains: access and voice. Students gained access to information, to experts, to a variety of perspectives including patient and public perspectives, and to communities of support. They also gained a platform for advocacy, control of their digital footprint, and a sense of equalization within the medical hierarchy. Conclusion: Twitter can serve as a professional tool that supplements traditional education. Students’ practices and guiding principles can serve as best practices for other students as well as faculty.

Darling, ES., Shiffman, D., Côté, IM, Drew, JA. (2013). The role of Twitter in the life cycle of a scientific publication. Ideas in Ecology and Evolution, 6, 32-43.

Twitter is a micro-blogging social media platform for short messages that can have a long-term impact on how scientists create and publish ideas.  We investigate the usefulness of Twitter in the development and distribution of scientific knowledge.  At the start of the ‘life cycle’ of a scientific publication, Twitter provides a large virtual department of colleagues that can help to rapidly generate, share and refine new ideas. As ideas become manuscripts, Twitter can be used as an informal arena for the pre-review of works in progress. Finally, tweeting published findings can communicate research to a broad audience of other researchers, decision makers, journalists and the general public that can amplify the scientific and social impact of publications. However, there are limitations, largely surrounding issues of intellectual property and ownership, inclusiveness and misrepresentations of science ‘sound bites’. Nevertheless, we believe Twitter is a useful social media tool that can provide a valuable contribution to scientific publishing in the 21st century

Desai, B. (2014). A novel use of Twitter to provide feedback and evaluations. The Clinical Teacher, 11 (2), 141-145

Background : Inconsistencies in work schedules and faculty supervision are barriers to monthly emergency medicine (EM) resident doctor evaluations. Direct and contemporaneous feedback may be effective in providing specific details that determine a resident’s evaluation. Objectives : To determine whether Twitter, an easy to use application that is available on the Internet via smartphones and desktops, can provide direct and contemporaneous feedback that is easily accessible, and easy to store and refer back to. Methods : First- to third-year EM residents were administered a survey to assess their thoughts on the current monthly evaluation system. Subsequently, residents obtained a Twitter account and were instructed to follow a single general faculty Twitter account for ease of data collection. Following completion of an 8–week study period, a second survey was administered to assess resident thoughts on contemporaneous feedback and evaluations versus the traditional form. Results : Of the 24 EM residents, 13 were available for study. A total of 220 ‘tweets’ were provided by seven faculty members, with a mean of 11 tweets (range 8–17) per resident. The 13 residents received a total of eight formal evaluations from 19 faculty members. The second survey demonstrated that this method provided more detailed evaluations and increased the volume of feedback. Conclusion : Contemporaneous feedback and evaluation provides a greater volume of feedback that is more detailed than end-of-course evaluations. Twitter is an effective and easy means to provide this feedback. Limitations included the length of study time and the inability to have all of the EM residents involved in the study.

Djuricich, AM., Zee-Cheng, JE. (2015). Live tweeting in medicine: ‘Tweeting the meeting’. International Review of Psychiatry, 27 (2) :133-139.

Medical conferences create an opportunity for lifelong learning for healthcare practitioners. The use of Twitter at such conferences continues to expand. This article focuses on how Twitter can be used by physicians and other healthcare providers at regional, national and international conferences, and also at local conferences, such as grand rounds. It also addresses the potential utility of Twitter chats and journal clubs in the promotion of lifelong learning. The impact of Twitter use in healthcare in general, and specifically at conferences, and how it can be measured, is discussed.

Forgie, SE., Duff, JP., Ross, S. (2013). Twelve tips for using Twitter as a learning tool in medical education. Med Teach, 35 (1) -14.

Background: Twitter is an online social networking service, accessible from any Internet-capable device. While other social networking sites are online confessionals or portfolios of personal current events, Twitter is designed and used as a vehicle to converse and share ideas. For this reason, we believe that Twitter may be the most likely candidate for integrating social networking with medical education. Aims: Using current research in medical education, motivation and the use of social media in higher education, we aim to show the ways Twitter may be used as a learning tool in medical education. Method: A literature search of several databases, online sources and blogs was carried out examining the use of Twitter in higher education. Results: We created 12 tips for using Twitter as a learning tool and organized them into: the mechanics of using Twitter, suggestions and evidence for incorporating Twitter into many medical education contexts, and promoting research into the use of Twitter in medical education. Conclusion: Twitter is a relatively new social medium, and its use in higher education is in its infancy. With further research and thoughtful application of media literacy,Twitter is likely to become a useful adjunct for more personalized teaching and learning in medical education.

Gagnon, K. (2015). Using Twitter in health professional education : A case study. Journal of Allied Health, 44, Number 1, Spring 2015, pp. 25-33(9).

Purpose: The vast majority of health care students, providers, and organizations utilize social media to access and share information. However, there is little research exploring integration of social media into health professional education. This case study describes how the social media site Twitter was used in a first-year physical therapy professionalism course to teach, support, and model professional online communication. Methods: Twitter was used for discussion and sharing among 36 doctor of physical therapy (DPT) students enrolled in a first-year professionalism course. Participants completed four Twitter assignments. Outcome measures included student surveys of overall social media use, perceptions of Twitter use in the course, Twitter use during the course, and student engagement measured using a subset of questions from the National Survey of Student Engagement (NSSE). Outcomes: During the course, students posted a total of 337 tweets (mean 9.36 tweets/student). Pre- and post-course surveys showed an increase in academic and professional social media use. Perception of Twitter use in the course was generally positive. There was a small increase in mean NSSE score that was not statistically significant. Discussion: Using Twitter in a physical therapy professionalism course was a positive experience for students and was associated with increased academic and professional social media use. Future studies are needed to determine whether deliberate teaching of social media as a professional technology competency will result in meaningful increases in professional online engagement and improved digital professionalism in health professional students and providers.

Galiatsatos, P., Porto-Carreiro,F., Hayashi,J.,  Zakaria, S.,  Christmas, C. (2016). The use of social media to supplement resident medical education – the SMART-ME initiative. Medical Education Online, 21: 29332.

Background: Residents work at variable times and are often unable to attend all scheduled educational sessions. Therefore, new asynchronistic approaches to learning are essential in ensuring exposure to a comprehensive education. Social media tools may be especially useful, because they are accessed at times convenient for the learner. Objective: Assess if the use of Twitter for medical education impacts the attitude and behavior of residents toward using social media for medical education. Design: Preintervention and postintervention surveys. Internal medicine resident physicians were surveyed before the launch of a residency-specific Twitter webpage on August 1, 2013, and again 135 days later, to determine their use of the Twitter application and web page, as well as other social media for medical education. Participants: Residents at an internal medicine urban academic training program. Main Measures: All residents within our training program were administered web-based surveys. The surveys assessed resident views and their frequency of use of social media for medical education purposes, and consisted of 10 Likert scale questions. Each answer consisted of a datapoint on a 1–5 scale (1=not useful, 3=useful, 5=very useful). The final survey question was open-ended and asked for general comments. Key Results: Thirty-five of 50 residents (70%) completed the presurvey and 40 (80%) participated in the postsurvey. At baseline, 34 out of 35 residents used social media and nine specifically used Twitter. Twenty-seven (77%) used social media for medical education; however, only three used Twitter for educational purposes. After the establishment of the Twitter page, the percentage of residents using social media for educational purposes increased (34 of 40 residents, 85%), and 22 used Twitter for this purpose (p<0.001 for the change). The percentage of residents using the application at least once a week also increased from 11.4 to 60.0% (p<0.001). Almost all residents (38 of 40) felt that social media could be useful as a medical education tool, which slightly increased from 30 out of 35 in the preintervention survey (p=0.01). Conclusion: Residents believe social media could be used for medical education. After we launched a Twitter page for medical education, there was a significant increase in the use and frequency of Twitter for resident medical education over the ensuing 6 months. Further research should be performed to see if social media can impact overall medical knowledge and patient care, and whether longer term use is maintained.

Gonzalez, SM., Gadbury-Amyot, CC. (2016). Using Twitter for Teaching and Learning in an Oral and Maxillofacial Radiology Course. Journal of Dental Education, 80 (2), 149-155.

The aim of this study was to describe the implementation of one form of social media (Twitter) in an oral radiology course and evaluate dental students’ use and perceptions of this technology for teaching and learning. An author-developed questionnaire was used to solicit second-year students’ knowledge, use, and perceptions of Twitter for teaching and learning in an oral radiology course at one U.S. dental school. A combination of Likert scales, multiple allowable answers, and an open-ended comment question was employed. The questionnaire was piloted in spring 2010 followed by data collection in spring 2011. Out of 45 students, 40 (88.9%) completed the questionnaire. Of the respondents, 95% reported having not used Twitter prior to their second year of dental school; 55% of them created an account for the course. The top two reasons they gave for creating an account were viewing radiographic examples and staying informed about questions and answers that were posted. The top two reasons they gave for not creating an account were that the content was viewable online without an account and not wanting another online account. The students perceived the Twitter sessions as helpful and reported it improved accessibility to the instructor. The results of this study challenged the assumption that dental students are well versed in all forms of social media, but overall, these students agreed that the use of Twitter had enhanced the learning environment in the radiology course.

Jalali , A., Sherbino, J., Frank, J., Sutherland, S. (2015). Social media and medical education: Exploring the potential of Twitter as a learning toolInternational Review of Psychiatry, 27 (2) :140-146.

This study set out to explore the ways in which social media can facilitate learning in medical education. In particular we were interested in determining whether the use of Twitter during an academic conference can promote learning for participants. The Twitter transcript from the annual International Conference on Residency Education (ICRE) 2013 was qualitatively analysed for evidence of the three overarching cognitive themes: (1) preconceptions, (2) frameworks, and (3) metacognition/reflection in regard to the National Research Council’s (NRC) How People Learn framework. Content analysis of the Twitter transcript revealed evidence of the three cognitive themes as related to how people learn. Twitter appears to be most effective at stimulating individuals’ preconceptions, thereby engaging them with the new material acquired during a medical education conference. The study of social media data, such as the Twitter data used in this study, is in its infancy. Having established that Twitter does hold significant potential as a learning tool during an academic conference, we are now in a better position to more closely examine the spread, depth, and sustainability of such learning during medical education meetings.

Kraft, MA (2013). Using Twitter for professional knowledge. Journal of the European Association for Health Information and Libraries. 9 (4):10-2.

This paper describes how librarians can use Twitter to communicate and network professionally. It will discuss the basics of Twitter and several examples of its use for professional communication by medical librarians.

Micieli, M., Harrison, B., Jalali, A. (2014). Twitter’s usefulness for medical students : The role of one social media platform in medical education. Scrub-In, 9, (3), september.

Since its creation in 2006, Twitter’s popularity has rapidly grown. With more than 255 million users sending in excess of 500 million tweets daily, it is one of the top-10 most frequently visited websites on the Internet. Among medical students, Twitter is currently an under utilized tool. There are many uses for such a platform within the medical community, including acting as a network where medical students, patients, residents, physicians, and other health care providers can communicate with one another. And yes, we realize this intro is longer than Twitter’s allotted 140 characters.

Micieli, R., Micieli, JA (2012). Twitter as a tool for opthamologists. Can J Ophthalmol, 47 (5), 410-413.

Twitter est un site médiatique social créé en 2006, qui permettait aux usagers de partager des messages textes, appelés « tweets », allant jusqu’à 140 caractères chacun. Il s’est multiplié d’une façon exponentielle, atteignant plus de 340 millions de tweets par jour et plus de 140 millions d’usagers. Pour la médecine, Twitter est devenu un important outil de communication dans une variété de contextes, permettant notamment la diffusion de journaux médicaux, suscitant la participation des lecteurs et l’interaction des abonnés en temps réel, permettant aux médecins d’interagir ouvertement avec les politiciens, les organismes ainsi que les médias. Celui-ci offre aussi de formidables possibilités de recherche, car il contient une base de données sur l’opinion publique et est parsemé de mots clés et « hashtags ». L’article qui suit présente Twitter et une revue de la littérature approuvée par les pairs, sur les divers usages et les études originales. L’article présente un aperçu des possibilités à utiliser et une liste de soutiens recommandés en ophtalmologie. Somme toute, ressource sous-utilisée dans cette branche de la médecine, Twitter peut améliorer la collégialité, la promotion et la recherche scientifique de la profession.

Pereira, I., Cunningham, AM., Moreau, K., Sherbio, J., Jalali, A. (2015). Thou shalt not tweet unprofessionally: an appreciative inquiry into the professional use of social media. Published online Aug. 20, 2015. Postgrad Med J doi:10.1136/postgradmedj-2015-133353

Background Social media may blur the line between socialisation and professional use. Traditional views on medical professionalism focus on limiting motives and behaviours to avoid situations that may compromise care. It is not surprising that social media are perceived as a threat to professionalism. Objective To develop evidence for the professional use of social media in medicine. Methods A qualitative framework was used based on an appreciative inquiry approach to gather perceptions and experiences of 31 participants at the 2014 Social Media Summit. Results The main benefits of social media were the widening of networks, access to expertise from peers and other health professionals, the provision of emotional support and the ability to combat feelings of isolation. Conclusions Appreciative inquiry is a tool that can develop the positive practices of organisations and individuals. Our results provide evidence for the professional use of social media that may contribute to guidelines to help individuals realise benefits and avoid harms.

Rich, P. (2013). Utilisation accrue de Twitter par les médecins. Association médicale canadienne.

Les études portant sur l’utilisation du principal canal Twitter de l’AMC révèlent que les médecins du Canada se servent de plus en plus de ce mode de communication. L’étude auprès de 411 médecins qui suivent @CMA_DOCS montre une hausse croissante de l’utilisation de ce média social. Les résultats de l’étude ont été présentés sur affiche en septembre au Congrès mondial « Medicine 2.0 » sur les médias sociaux, les applis mobiles, l’internet et le web. Leur analyse a montré que 47 % des membres de cette cohorte s’identifient comme médecins de famille et que 6 % d’entre eux sont en Ontario. La population étudiée comportait cependant aussi des médecins de nombreuses disciplines, de diverses régions et à toutes les étapes de leur carrière. Une analyse de 193 192 messages Twitter envoyés par ces médecins entre juillet 2012 et août 2013 a montré une « augmentation graduelle et soutenue » des échanges. Les Drs Dosani et Pomedli ont remarqué que les messages portaient sur un grand nombre de sujets et ne se limitaient pas aux discussions sur la santé et les soins de santé. « D’après la fréquence croissante de l’utilisation de Twitter dans cette cohorte, on peut conclure que les cliniciens et les milieux universitaires devraient être mieux sensibilisés à l’utilisation des médias sociaux et les accepter davantage », ont-ils conclu.

Sugawara, Y., Narimatsu, H., Hozawa, A., Shao, L.,  Otani, K., Fukao, A., (2012). Cancer patients on Twitter : a novel patient community on social media. BMC Research Notes, 5 : 699.

Background Patients increasingly turn to the Internet for information on medical conditions, including clinical news and treatment options. In recent years, an online patient community has arisen alongside the rapidly expanding world of social media, or “Web 2.0.” Twitter provides real-time dissemination of news, information, personal accounts and other details via a highly interactive form of social media, and has become an important online tool for patients. This medium is now considered to play an important role in the modern social community of online, “wired” cancer patients.Results : Fifty-one highly influential “power accounts” belonging to cancer patients were extracted from a dataset of 731 Twitter accounts with cancer terminology in their profiles. In accordance with previously established methodology, “power accounts” were defined as those Twitter accounts with 500 or more followers. We extracted data on the cancer patient (female) with the most followers to study the specific relationships that existed between the user and her followers, and found that the majority of the examined tweets focused on greetings, treatment discussions, and other instances of psychological support. These findings went against our hypothesis that cancer patients’ tweets would be centered on the dissemination of medical information and similar “newsy” details. Conclusions : At present, there exists a rapidly evolving network of cancer patients engaged in information exchange via Twitter. This network is valuable in the sharing of psychological support among the cancer community.

Présentations PPT et Prezi

 Albert Einstein College of Medicine (2012). Twitter and medical education: Information and inspiration. 37 diapo (12, 151 vues).

Association Médicale Canadienne  (2013). (P. Rich). Tweeting in real time: A practical lesson in getting started in social media. 33 diapo (663 vues).

International Association of Medical Science Educators (2009). Twitter for medical education: What is it and why should I care?. Julie K. Hewett. 39 diapo (8, 130 vues).

Micieli, A., Jalali, A. (septembre 2014). A medical student’s guide to Twitter as an education tool. Présentation Prezi. Faculté de médecine, Université d’Ottawa.

O’Connor, ME. (2013). 100 Twitter accounts to follow in 2014. The healthcare influencer list. 101 diapo, (22, 489 vues).

University British Columbia (2009). To tweet or not to tweet?: Exploring the use of social media for (public) health. FJ. Granjales. 90 diapo (7, 772 vues).

Blogues portant sur Twitter

BishopBlog. A gentle introduction to Twitter for the apprehensive academic.

FutureDocs Blog. Top Twitter myths & tips.

FutureDocs Blog. Twitter to tenure: 7 ways social media advances my career.

KevinMD Blog. Using Twitter to stay updated in scientific meetings.

Online Universities Blog. 60 Inspiring examples of Twitter in the classroom.

The Doctor’s Tablet. Tweets for credit: Social media’s role in CME.

The Guardian: Higher education network. Can Twitter open up a new space for learning, teaching, and thinking?

The Guardian: Education. Universities should use Twitter to engage with students

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