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.
It’s not so surprising that simulation will play an increasingly important part in medical education. I covered this topic in my recent The Guide to the Future of Medicine white paper as well. As a next step, here are some synthetic human cadavers which could make medical students forget about the formaldehyde exposure in anatomy labs and replace traditional techniques in education.
“It (the synthetic cadaver) has a heart that beats and blood flows. It has a liver that can make bile, so you can imagine, procedural-wise, this is profound,” Flynn explained.
SynDaver Labs also created the world’s most sophisticated synthetic human tissues and body parts, which means medical schools and laboratories can reduce or eliminate live animals, cadavers and human patients in clinical training and surgical simulation.
My mission is to bring digital knowledge to medical students therefore preparing them for the world full of digital technologies that is coming. This is why I launched the world’s first university course focusing on social media and mobile health for medical students in 2008. Here are a few ways how I try to teach them:
- There is a real credit course at Semmelweis Medical School where I have courses in English and in Hungarian. I try to teach them digital literacy through spectacular and engaging presentations.
- They can answer questions about the topics covered in the lectures on Facebook to gather bonus points for the exam.
- There is an e-learning platform so then any medical student or professional worldwide can access the materials and take the tests for the certification.
- Students get credits for creating medical blogs, Twitter profiles or Wikipedia entries.
As you can see, following the “If you want to teach me, you first have to reach me” approach, I do everything I can to get the message across: every medical professional will be affected by online medical communication.
The Social MEDia Course
This is why I was very glad when Symplur contacted me about a potential collaboration. Let’s create a new hashtag #HCSMcourse referring to the widely used healthcare social media (#HCSM) hashtag. This new hashtag would focus on two goals:
- To collect all materials, concepts and ideas about teaching social media in medical education.
- To give students a chance to belong to a global community even after graduating from medical school.
As Twitter is my main communication channel these days, I cannot wait to exploit this idea in even more details.
David F. Carr at InformationWeek asked me for an interview and he had great questions about my social media activities as a doctor, the book I wrote, my new position as a medical futurist and the course I teach at the medical school and online.
Here is the interview, Medicine Must Get Social, and an excerpt:
That’s what Bertalan Mesko aims to do with The Social MEDia Course, a series of online tutorials, as well as his book Social Media in Clinical Practice, published in August. As he argues in the book, “The only way to fight against pseudoscience and medical quackery is to take control of publishing medical information on the Web.” Doctors need to be on social media to develop and protect their own reputations, as well as to understand the resources available and how they can be used or misused, he says. His book catalogs many types of social media and gives specific advice, such as a recommendation to turn down patient “friend” requests on Facebook unless that social profile is used solely for professional rather than personal interaction.
I’m always very excited when the new semester of the Social Media in Medicine university course launches at Semmelweis University. I’ll today introduce medical students to the world of social media by showing them a lot of practical examples; as well as to the world full of technological advances they will face when they leave medical school.
10 weeks, 16 extended topics, two surveys, one exam, and a lot of Facebook challenges.
This course is still unique worldwide and I created a digital format as well so not only medical students at Semmelweis University can acquire such digital skills.
Here is the timeline:
September 17. Introduction to social media and medicine
September 24. Medical search engines and the Google story
October 1. Information pollution and reforming modern education
October 8. The mysteries of medical blogging
October 15. Crowdsourcing on Twitter from a doctor’s perspective
October 29. Medical communities, Youtube and medical mobile apps
November 5. The era of e-patients and managing a medical practice online
November 12. Wikipedia: the power of communities
November 19. Virtual worlds; Written test exam
November 26. The future of medicine and the Internet, Results of the surveys