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Developing a Web-Based Asynchronous Case Discussion Format on Social Media to Teach Clinical Reasoning: Mixed Methods

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Summary

A social media-based case discussion series effectively engaged trainees asynchronously, enhancing clinical reasoning and knowledge. This web-based method proved feasible for medical education, offering an alternative to traditional in-person conferences.

Keywords:
Twittercase discussioncase reportclinical reasoningclinical vignettejunior doctorjunior physicianmedical educationmedical studentmorning reportreport styleresidentsocial mediatrainee

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Area of Science:

  • Medical Education
  • Digital Health
  • Social Media in Medicine

Background:

  • Traditional case-based learning conferences face attendance challenges due to clinical demands.
  • Social media offers asynchronous educational opportunities for trainees.
  • A web-based asynchronous case discussion series was developed on Twitter to address this educational gap.

Purpose of the Study:

  • To examine interaction patterns in a web-based case discussion.
  • To assess participant attitudes towards this educational intervention.
  • To evaluate the effectiveness of social media for asynchronous medical training.

Main Methods:

  • Clinical vignettes were posted on Twitter, prompting trainee discussion.
  • Authors provided real-time responses and additional case data.
  • Participant posts were analyzed for clinical reasoning themes.
  • Local trainees and faculty were surveyed on engagement and attitudes.

Main Results:

  • 11 case discussions generated 1773 engagements over 6 months.
  • 86 Twitter profiles from 22 US states and 6 countries participated.
  • Discussions primarily focused on clinical reasoning skills.
  • Surveyed participants reported increased clinical reasoning (88%) and knowledge (76%).

Conclusions:

  • Social media provides a feasible platform for asynchronous, case-based medical education.
  • This method effectively engages learners of all levels in clinical reasoning discussions.
  • Further research is needed on factors influencing trainee participation and preferences for asynchronous learning.