Network-based Continuing Medical Education: Social Media and Professional Development


Guglielmo Trentin (Editor)
Institute of Educational Technology, Italian National Research Council, Genoa, Italy

Series: Medical Procedures, Testing and Technology
BISAC: MED024000

Medical Education needs to be understood as a continuous process, where professional know-how is an ever-changing synthesis of different types of knowledge, integrating experience, practice and rigorous scientific studies. And it is because of this need that specific national programs of continuing medical education (CME) have been institutionalised already for several decades now. In these programs too, the progressive diffusion of the new information and communication technologies (ICTs), particularly the mobile ones, has had and is still having its effects; indeed training schemes based on e-learning and more generally on Technology-Enhanced Learning are more and more widespread.

However, there is another fundamental kind of dynamic governing continuing training processes, and that is peer professional knowledge sharing. This often uses various, decidedly more informal, channels which are nowadays hugely potentiated by the networks and mobile technologies (NMTs). But just because they are informal and often based on social networks managed in a restricted group, the experience and methods of these networked communities of professionals often remain unknown within the general CME context.

By gathering together important contributions from leading international experts in the field, this book will try to show: (a) how NMTs foster and potentiate formal, non-formal and informal learning processes in the CME context; b) what the possible role of professional social networks in the CME context is; c) how informal learning processes characterised by horizontal (peer-to-peer) knowledge flows can be integrated with more formal ones centered on vertical knowledge flows (i.e. flows from authoritative sources to potential users); d) how the learning achieved by informal processes can be assessed in order that credits can be awarded to it within the national CME framework.

This book is a valuable tool and source of knowledge for all those directly and indirectly interested in CME processes and in particular in the informal ones centered on the use of social media and mobile technology.

Principal audiences for this book are researchers in continuing education and lifelong learning, health institutions, educational institutions, educational managers, policy-makers, CME national agencies. (Imprint: Nova)

Table of Contents

Table of Contents


Chapter 1 – Designing for the Social Dimensions of Learning in CME (pp. 1-19)
Lynn Robinson and Jaime Metcher (Centre for Innovation in Professional Learning, The University of Queensland, Australia)

Chapter 2 – The Challenge of Creating Personalised Learning for Continuing Medical Education: A Network Perspective (pp. 21-33)
John Sandars and Kieran Walsh (Leeds Institute of Medical Education, University of Leeds, UK and BMJ Group, BMA House, London, UK)

Chapter 3 – Healthcare Electronic Continuing Professional Development: 5 Key Design Features to Improve Impact (pp. 35-56)
Gurmit Singh, Maggie McPherson and John Sandars (School of Education, University of Leeds, UK and Leeds Institute of Medical Education, University of Leeds, UK)

Chapter 4 – Informal Learning and Knowledge Flow in CME: The Facilitating Role of Graphic Knowledge Representation in Social Interaction (pp. 57-88)
Guglielmo Trentin (Institute of Educational Technology, Italian National Research Council, Genoa, Italy)

Chapter 5 – Networked Learning in Continuing Medical Education: New Directions for the Evaluation of Effectiveness (pp. 89-100)
John Sandars, Peter Jaye and Kieran Walsh (Leeds Institute of Medical Education, University of Leeds, UK)

Chapter 6 – Improving the Impact of Electronic Continuing Professional Development: Evaluation of a Reflexive Networking Innovation (pp. 101-126)
Gurmit Singh and Maggie McPherson (School of Education, University of Leeds, UK)

Chapter 7 – An Approach to Evaluating Contributions to Wiki-Based Collaborative Writing in an Informal Learning Context (pp. 127-152)
Guglielmo Trentin (Institute of Educational Technology, Italian National Research Council, Genoa, Italy)

Chapter 8 – Peer Education Perspectives: The Primary Paediatric Care Experience (pp. 153-170)
Maria Luisa Zuccolo, Laura Reali, Barbara Bologna, Angela Pasinato and Miriana Callegari (ACP – Cultural Association of Paediatricians, Italy)

Chapter 9 – Prometheus: A Project for the Dissemination of Knowledge within the Oncology Network of Piedmont and Aosta Valley (pp. 171-192)
Cesarina Prandi, Rosaria Alvaro, Francesco Torino and Oscar Bertetto (University of Rome “Tor Vergata”, Italy and others)

Chapter 10 – Network Technologies in the Medical Education Continuum (pp. 193-206)
Seamus Mac Suibhne, Kevin Malone and Allys Guerandel (Kilkenny Mental Health Services, Ireland and others)

About the Authors


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