Join Altmetric and guest presenters Daniel Cabrera, Assistant Professor of Emergency Medicine at the Mayo Clinic, and Jerad Gardner, Associate Professor of Pathology and Dermatology at the University of Arkansas for Medical Sciences, to discuss the use of social media to promote academic research, and how that relates to promotion and tenure.
Originally published at www.youtube.com on November 21, 2017.
During 2016 Mayo Clinic’s Academic Appointments and Promotions Committee began using Social Media scholarship as part of their metrics for promotion. This was based on the recognition of the increasing importance of social media for patient care and engagement, outreach, research and medical education. We announced this innovative concept in our blog, which led to an overwhelming amount of requests for details on how-to-do-it and guidance in implementation.
In response to this enthusiasm, we recently published our conceptual framework and a how-to-do guideline in the Journal of Graduate Medical Education (open access article). This was a fabulous multidisciplinary endeavor from…
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This is a video recorded during Mayo Clinic Emergency Grand Rounds presented by Felix Ankel, MD (@felixankel) and Daniel Cabrera, MD (@CabreraERDR) on April 25th 2017.
Healthcare is changing rapidly and the tectonic changes in the way we learn, teach, practice and deliver healthcare are based on a different way to manage knowledge, the close collaboration with artificial intelligence, the ways we create networks and a paradigm change from restricted and episodic healthcare to a continuous unrestricted model.
Originally published at www.youtube.com.
Mayo Clinic includes Social Media Scholarship Activities in Academic Advancement
On Friday, Mayo Clinic’s Academic Appointments and Promotions Committee (AAPC) announced that it is integrating social media and digital activities in the criteria matrix for academic advancement. (Mayo staff can view the announcement here.)
Now, you certainly should include your Twitter handle in your academic CV.
The moral and societal duty of an academic healthcare provider is to advance science, improve the care of his/her patients and share knowledge. A very important part of this role requires physicians to participate in public debate, responsibly influence opinion and help our patients…
The future of Medical Education: organizing, teaching, coexisting and learning from artificial intelligences.
Since the emergence of modern natural philosophy, the structures governing information have been based on a foundational myth where a central authority or force defines the goals, paradigms, structures, distribution channels and beneficiaries of the knowledge and its wealth. This creates a very concentrated type of pyramidal constitution, where creation and management is restricted to a few societal groups ruling the correct paradigms, creation methods and…
LIVE.DIE.REPEAT. Gamification, Simulation, Deliberate Practice, Flow and Time Travel
About a year ago, I was taking to one of our residents (Rachel Lindor) about how to improve the simulation activities at our residency, while she had a lot of ideas about the curriculum her main request was to develop a way to incorporate the nuanced presentations of complex patients. …
The tightrope between fear and futility.
By: Daniel Cabrera
This post is a summary and commentary on Mihaly Csikszentmihalyi‘s (CHICK-sent-mee-hi) work on flow and its relation to education, particularly his book “Applications of Flow in Human Development and Education”.
I first heard of Csikszentmihalyi’s work while listening to Chris Hicks discuss stress inoculation. During the lecture, Csikszentmihalyi’s concept of flow focused on the setting of exceptional rendition under stressful circumstances.
Flow is described as the optimal psychological experience where consciousness becomes autotelic. In others words, it’s a mindset where the psychological state leads to ideal physical representation and performance. …
Moving the meat, the hidden curriculum and how to stop it.
Moving the meat is medical slang, a phrase I hate. It is derogatory, unethical, amoral, conceptually wrong, dehumanizing and operationally inefficient; yet the term is used every day in thousands of clinics, emergency departments and hospitals around the world. …
I think most of us can identify with the scenario of trying to teach an important concept or a clinical pearl using a story. Several times a shift, I find myself telling my residents something like “When I was an intern, we had this X patient with his unusual Y presentation and then Dr. Z magically knew it was a rare case of W and we saved the day.” I don’t truly remember if I was the intern, the faculty or even the patient in the stories; these parables have blended in my head and are helpful…