Details

Autor(en) / Beteiligte

• Zalpuri, Isheeta
• Liu, Howard Y.
• Stubbe, Dorothy
• Wrzosek, Marika
• Sadhu, Julie
• Hilty, Donald

Titel

Social Media and Networking Competencies for Psychiatric Education: Skills, Teaching Methods, and Implications

Ist Teil von

• Academic psychiatry, 2018-12, Vol.42 (6), p.808-817

Ort / Verlag

Cham: Springer International Publishing

Erscheinungsjahr

2018

Quelle

MEDLINE

Beschreibungen/Notizen

• Mid and advanced career faculty, often referred to as “digital immigrants,” may be technologically ill-informed [4], and most have not yet applied andragogy (adult learning theories) to the topics of Internet use, social media, and professionalism. [...]we have a paradox and a crisis: faculty may trail trainees with regard to hands on experience and expertise with technology and they may require faculty development training to keep current with benefits and potential pitfalls of media [8]. A Competency-Based Framework for Social Media and Networking This framework was built on an extensive review of the literature on teaching and learning, as well as on expert opinion, which was solicited in four ways: (1) a series of medical educator conference calls focused on teaching competencies [7, 11]; (2) discussion during several regional and national presentations (e.g., American Association of Directors of Psychiatry Residency Training (AADPRT)); (3) through individual discussions with educational experts [12–14]; and (4) based on an already published review of interprofessional mental health literature, which gained two rounds of input from national organizations as part of the consensus process [12, 13]. An ACGME framework for social media (SM)/networking competencies for psychiatric assessment and treatment Area/topic Novice/advanced beginner (a propos to ACGME milestone level 1–2) Competent/proficient (a propos to ACGME milestone level 3–4) Advanced/expert (a propos to ACGME milestone level 5) Patient care  History-taking and work with family Document if patient is using SM and for what reasons Standard history, with questions such as: Consider the need for collateral info Demonstrate flexibility and weigh patient’s needs and preferences Synthesize information from in-person, video, SM, and other methods Train, supervise, and consult to optimize assessment and need for collateral info; identify pros/cons  Management and treatment planning Integrate SM into biopsychosocial (BPS) approach Monitor ongoing SM use Identify and document memorable and problematic events If reasonable, focus part of a visit on the use of SM and other technologies to talk in-depth Integrate SM into the BPS outline and monitor SM in treatment plan (e.g., the therapeutic alliance and/or reflection) Identify safety and risk factors of using SM Consider pros/cons of giving advice via SM re-medication issues Triage complex, urgent/emergent issues to in-person care BPS outline with prioritization and make adjustments for technology (e.g., “best” mode for a given task) Medication: consider legal, billing, and jurisdictional issues Research and disseminate practices Advise on patient populations with relative/absolute contraindications  Administration and documentation Adhere to clinic, health system, and professional requirements for in-person care and seek help to see if amendments for SM are needed for technologies used Adhere to policies/procedures and adapt “best practices” for in-person and SM care Develop standard language for consent form, ongoing care, and treatment plan Teach in-person and SM applications related to documentation, privacy, and billing  Medicolegal issues: privacy, confidentiality, safety, data protection/integrity, and security Identify and adhere to relevant laws and regulations in the jurisdiction(s)/state of practice Clarify if SM site is public, private, or within EHR If aware others search information Be aware of scope of practice Apply in-person relevant laws and regulations, adjust for SM, and educate the patient Obtain clinical and/or legal advice Adjust content and settings of professional (and personal) public information Avoid fraudulent statements/practices Teach/consult on in-person and possible SM laws and regulations Develop legal and regulatory strategies (e.g., emergencies) for clinician use Update and consult with regulatory boards and other health authorities for high-risk populations Interpersonal and communication skills  Communication Be flexible in discussing SM use Discuss problems if they arise with asynchronous options and arrange alternative options Seek advice on method of responses, if any, to patient’s communication Reflect on communication, clarify expectations, and anticipate problems and use brief SM communications to clarify, acknowledge, and/or triage to in-person Clarify potential ambiguous (i.e., multiple) meanings of statements/behaviors Identify and troubleshoot communication issues (differentiate between those per technology and those not) Educate and provide consultation to colleagues  Cultural, diversity, and social determinants of health; language access Show interest and flexibility Be