The popularity of social media websites (Twitter, Facebook, YouTube, etc.) has grown dramatically in the last decade providing powerful methods to communicate and establish new connections based on common interests and needs. The vast majority of today’s medical students and residents are part of the millennial generation, the first generation that has grown up with digital technology. They have been labeled “digital natives.” There are currently four generations of faculty members at US medical schools, the “Millennials,” “Generation X,” “Baby Boomers,” and the “Silent Generation. The latter three did not grow up with digital technology, and if they utilize it, do so with more difficulty. These generations are labeled as “digital immigrants” as using digital technology is analogous to learning a new language later in life. In addition to differing levels of competency, faculty and students also differ in their perception of professionalism boundaries on social media sites. This webinar is designed to explore the social media competencies needed by faculty to work with medical students and residents who utilize social media on a regular basis. The types of competencies needed, opportunities for training, and professionalism issues that arise from the use of social media will be discussed.
Social Media Competencies for Medical Educators
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Martha S. Grayson, MD, received her MD from the Albert Einstein College of Medicine, and completed the Residency Program in Social Internal Medicine at Montefiore Hospital in the Bronx. She completed the Michigan State University Primary Care Faculty Development Fellowship Program and the Executive Leadership in Academic Medicine (ELAM) Fellowship for Women at MCP. She was the PI for several grants which focused on training medical students, residents and community physicians in the fundamental competencies needed for the practice of high quality primary care. Dr. Grayson’s research interests include analyzing factors which determine medical student career choice, and on the assessment of educational programs. She currently serves as the Senior Associate Dean for Medical Education and Professor of Clinical Medicine at Albert Einstein College of Medicine. Her responsibilities include the oversight and management for the four year curriculum leading to the MD, assessment of learners, and evaluation of program effectiveness. She also provides oversight for faculty development programs for medical educators. She is a member of her institution’s task force that is creating a new curriculum on social media and related faculty development activities.
Dr. Katherine Chretien earned her medical degree from Johns Hopkins School of Medicine, where she was inducted to Alpha Omega Alpha and Phi Beta Kappa. After completing her internal medicine training at the Johns Hopkins Hospital in 2003, she joined the academic hospitalist group at the Washington DC VA Medical Center where she is currently Chief of the Hospitalist Section. She has held the role of medicine clerkship director since 2005. In 2007, she completed the Master Teacher Leadership Development Program, a graduate-level year-long certificate program for medical educators through George Washington University. She is associate professor of medicine at George Washington University. Katherine’s research interests include social media, professionalism, narrative medicine, and medical education. Her educational focus is on using innovation and technology to promote learning, reflection, and professional development. She is the recipient of the 2012 Charles H. Griffith III Educational Research Award from Clerkship Directors in Internal Medicine and the 2013 Women Leaders in Medicine Award from the American Medical Student Association. She is an associate editor of the Journal of Graduate Medical Education.