I launched two courses at Semmelweis Medical School in order to prepare students for the digital world. One is focusing on the medical use of social media, and the other is dedicated to disruptive technologies and how to find the human touch in the digital jungle. Therefore I was very excited when Ashfield, an international healthcare services organization, asked me to be the moderator of a global discussion on the future of education.
I had a chance to work with key opinion leaders of medical education and to engage in amazing discussions about the future needs of medical professionals.
Medical education must finally step up to meet the expectations of empowered patients, the needs of busy physicians, and the use of disruptive technologies. This forum was designed to facilitate this process.
See the detailed article about the results on Pharmaphorum, the announcement by Ashfield and the whole infographic. Here is my favorite part and an excerpt from the article of Ruth Herman:
The digital revolution has already led to major changes in channel preferences as mobile technologies, online networks and other innovations provide better ways for healthcare professionals to learn and obtain new information. These changes are likely to continue as the digital skills and sophistication of both patient and physician populations continue to grow. So how can the providers of this information stay ahead?
It is not surprising that universities are ready to take steps into obvious directions of technological advances such as 3D printing. Two Australian, a Dutch and a German university just created the world’s first masters degree program that will allow students to claim that they are masters of biofabrication.
Such bold moves truly show how education must change in order to meet today’s needs.
The two year program gives students one Master’s degree in Regenerative Medicine & Technology from one of the above Australian universities and one of the above European universities. QUT’s biofabrication research has become famous for 3D printing bioink scaffolds infused with a patient’s stem cells to help a woman grow a new breast after a mastectomy.
Cardiology is a key area that could use some refreshments regarding the tools and devices used to teach its anatomy and physiology in the medical curriculum.
Based on a patient’s CT scan and using a mix of stereo lithography and other prototyping techniques, xCardio creates a copy of a human heart that is anatomically correct both inside and out.
While the main purpose of a new game, Relive, is to increase the awareness about CPR and push people, especially teenagers and young adults, to take a CPR class and be prepared to intervene in case of need.
See 6 Reasons Why I Wish I Was a Medical Student Now and how Synthetic Human Cadavers could be used in medical education.
I’ve been teaching medical students about the meaningful use of health IT, social media and other disruptive technologies for 5 years. I created a digital format of the course therefore any medical student or medical professional in the world can access the materials and finish the course.
There are 3 additional projects going on right now:
- My students fight for bonus points on the Facebook page of the course. I post challenges every single day during the semester and I will also measure the effectiveness of this approach with the surveys students will fill in soon, but I can tell you now it’s going just great with over a hundred students participating and competing with their knowledge. This out-of-the-curriculum experience helps them a lot in learning to use the Internet more efficiently. I knew I had to find them with such an approach where they are online and based on the first week survey, 100% of them are on Facebook.
- As e-patients lead the movement of including social media in the practice of medicine, we need to listen to them. I already said that every medical student in the world must read the book “Let Patients Help” from E-patient Dave and I’m taking the first step when I include this book in this semester’s recommended reading list, plus also including questions about the book in the final written exam. I’m working on persuading Semmelweis University (where I teach my course) to endorse it first and make it a must-read book for every medical student.
- We need to demonstrate disruptive technologies to students, not just talking about them. When I asked Dr. David Albert that I would love to show AliveCor to the students live, he kindly made it happen and I have my own AliveCor now. This April, I will show students how to do an ECG with an iPhone. This is the first step and I’m looking for other innovators and vendors to let me present their technologies to students. The only way to have tech-savvy physicians in the healthcare system is to train them like that.
A really funny video (or actually not so much?):
Social media is changing how medicine is practiced and healthcare is delivered. Patients, doctors, communication or even time management, everything is changing, except one thing: medical education. We need a revolution!
When a UK physician wanted to visit Hungary every week just to attend my university course focusing on social media and medicine, I decided it’s time to make this course global.
Today, The Social MEDia Course goes live with 16 flash Prezis, exciting tests, badges and achievements. Enjoy and have fun while learning! Medical students, physicians and even patients, everyone is welcome to take the course which is, of course, for free.
Here is a video about the course (and also a Prezi).
We have been witnessing transitions in this area but this is really a huge step in the evolution of human knowledge. Encyclopedia Britannica just announced they would stop printing books and content would only be available online. Moreover, for a week, subscription is free.
Change is good. And this change happened not purely because of the growing importance of Wikipedia, but because of the changing habits and needs of people. Britannica will be able to maintain the highest standards and quality in the digital form just like they did for centuries. Good luck!
For 244 years, the thick volumes of the Encyclopaedia Britannica have stood on the shelves of homes, libraries, and businesses everywhere, a source of enlightenment as well as comfort to their owners and users around the world.
They’ve always been there. Year after year. Since 1768. Every. Single. Day.
But not forever.
Today we’ve announced that we will discontinue the 32-volume printed edition of the Encyclopaedia Britannica when our current inventory is gone.
For one thing, the encyclopedia will live on—in bigger, more numerous, and more vibrant digital forms. And just as important, we the publishers are poised, in the digital era, to serve knowledge and learning in new ways that go way beyond reference works. In fact, we already do.