9 JUL 2017 · What can we learn from social media in the more traditional medical education? Listen to Teresa Chan talk about lessons learned through the years and what is around the corner. Social medias role in Medical Education webpage: http://bit.ly/2tD3uwH In the interview Dr Chan explain how she uses social media herself as personal continuous medical education (CME). Both in her practice area and in the medical education field It is a way to connect with other medical educators and get different perspectives on things. It works well for asynchronous contacts when you work shifts or are in different time zones as well as synchronous discussions when you don’t share the same physical place. It is a way to get the “Water cooler talk” to expand to have it on Twitter. She has cowritten an article with some tips for the novice and sceptic (Choo et al., 2015). “It has opened my eyes up to different and varied practices both in medical education and emergency medicine. “ According to Dr Chan we see three forms of new scholars that exist now since social media (Chan et al., 2017): Critical clinicians – maybe not researchers themselves, but active and engage with science and get the scientists feedback on clinical implications. Good resource for sciences and can help Interactive investigator – scientists that are online to disseminate discuss their work. Engagement with Translational teachers – taking the latest studies and discuss it with peers and learners online on podcasts, blogs, chats. You can read more about it in the article: Evidence-based medicine in the era of social media: Scholarly engagement through participation and online interaction. Chan T, Trueger N, Roland D, Thoma B CJEM 2017 Jan;():1-6 What transformative ideas has Web 2.0 brought to Medical Education? Furthermore we discussed FOAM, Free Open Access Medical Education as a disruptive innovation in Medical Education FOAM (Twitter hashtag #FOAMed) For more information about what it is and how to use it read the blogpost by Cadogan: Creating the FOAMed Network and Free Open Access Meducation (FOAM): the rise of emergency medicine and critical care blogs and podcasts (2002-2013). Cadogan M, Thoma B, Chan T, Lin M Emerg Med J 2014 Oct;31(e1):e76-7 Disruptive innovation comes from Clayton Christensen’s work and can be described as “innovation that transforms a product or service that historically has been very complicated and expensive into something that is affordable and simple to use.” (“Clay Christensen on Disrupting Health Care,” 2009) A recommended read: Harvard Business Review: A disruptive solution for healthcare (Christensen, 2011) and “What is a disruptive innovation” (Christensen, Raynor, & McDonald, 2015) With all these resources, how do we assess quality of the resources we use in education? Quality is a tricky thing and often in the eye of the beholder. We need to think about to educate our learners as well as ourselves to not only critique the primary resources as the scientific work, but also the secondary resources. We can now learn from how we critique online resources and bring that knowledge and frameworks to practice when we look at textbooks. We need to educate our learners how to critique and look at different resources, no matter the sender. “Just because it looks like a New England Journal doesn’t mean it is.” There is a lot of research that has been done and are still ongoing in The Metriq Study. What would be our next steps? Dr Chan mentioned a lot of different opportunities and challenges for Health care end Medical Education. We are already co-creating things with our learners, readers, participants and even patients. What is on in the frontline is how we can use gamification more, not only for learning as students but also as a patient. Furthermore we need to look at how we can be better at communicating with our patients. Some people have accessed a lot of material already, some of them has accessed contractional resources than you. Good example of how to use digital media in your profession is how Dr Mike Evans have used videos to create information accessable for everyone. Dr Teresa Chan is an Assistant Professor at the Division of Emergency Medicine, Department of Medicine in McMaster University She is an emergency physician, base hospital physician, and clinician educator in Hamilton, Ontario, Canada. Since 2014, she has also been the Director of Continuing Professional Development for the Division of Emergency Medicine. Nationally, she has held positions with the Canadian Journal of Emergency Medicine as the journal’s inaugural Social Media Editor. Dr Chan is involved in several online educational resources as ALiEM (Academic Life in Medical Education), CanadiEM and International Clinician Educator’s blog.

2 JUN 2017 · What has NASA to do with IPE and can we learn something from toddlers? And what does Interprofessional collaboration reallly mean? Join us in the conversation with Dr Audra Ranking from Johns Hopkins University who has long experience in working with Interproefessional collaborations and activities. Interprofessional care is something we've been hearing about for quite a long time and we know that it should be something that we all should engage in. But there can be some obstacles to make it happen in our educational settings. We will talk about definitions as well as tips on getting it to work.

8 MAY 2017 · Cognitive science can be a bit hard to get a grip on. Text about the subject can often feel dense and hard to apply in educational settings. Because of that, Teresa Sörö talks about how we can apply what we know about how we learn with Dr Holly Gooding, assistant professor in Pediatrics in Harvard Medical School and the author of Twelve tips for applying the science of learning to health professions education. The talk covers Cognitive load theory, transfer of knowledge, interleaving, desirable difficulties and practical implications. Articles mentioned in the episode: Twelve tips for applying the science of learning to health professions education H. C. Gooding, K. Mann, and E. Armstrong Medical Teacher Vol. 39 , Iss. 1,2017 https://goo.gl/G8WdGR Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 John Q. Young, Jeroen Van Merrienboer, Steve Durning, and Olle Ten Cate Medical Teacher Vol. 36 , Iss. 5,2014 https://goo.gl/CipMNx

28 MAR 2017 · When we think about debate the first thing that comes to mind is often the political debate. But debate also has a long tradition in universities and among researchers. Why is that? And what can we gain in being better at debating? Listen to Teresa Sörö and Jonas Nordquist from Karolinska Institutet talk about how to use debate in both professional settings and as a learning activity.

16 MAR 2017 · What has hotel lobbies, Italian piazzas and popular cafés to do with learning spaces at universities? And why does Karolinska Institutet got a Harry Potter library? Teresa Sörö talks about informal learning spaces with Dr Jonas Nordquist and their experiences from the project "Future Learning Environments" at Karolinska Institutet

16 MAR 2017

16 MAR 2017 · How can we design classrooms so it fits, not only for todays learning activities bur also tomorrows? Teresa Sörö and Jonas Nordquist talks about Karolinska Institutet's project "Future Learning environments". To this date they have refurbished and built over 120 classrooms.

16 MAR 2017 · How can we succeed in the educational changes we want to do? What kind of strategy do we need to make an implementation last? Dr Dawn Cooper from Washington State University shares her experience in implementing active learning strategy in Basic Science.