How clinicians learn: Web 2.0 Opportunities?

8 02 2007

A thoughtful colleague of mine observed yesterday that, although there is a range of ways clinicians get clinical information about suicide (articles, workshops, books, practice manuals), a lot of clinical learning takes place informally–by doing the work and by talking with other clinicians. That is probably especially true for the busiest front-line clinicians.

I later reflected about what this could mean in terms of Web 2.0 opportunities to change clinician behavior. First, the narrative, personal feel of blogs might appeal to clinicians in a way that practice manuals and official websites don’t.   Second, the conversational opportunities of wiki (Wiki in wikipedia, Using Wiki in Education), RSS feeds, podcasts, and other Web 2.0 venues also have potential to reach people in a fresh way.

Would a front-line clinician who does not regularly read research journals subscribe to a weekly 10 minute podcast conversation between a suicide researcher and a clinician who works with high-risk patients? Maybe. It’s mostly an empirical question at this point, but there are several experiments going on in the field, some of which are on my blogroll.





Tech tools for clinical thinking and training

8 02 2007

Whenever I present, I get questions about the technology I use. I work on a Fujitsu T Series Lifebook (T is for Tablet PC), and use MindManger by Mindjet for almost everything I think about or present. I’m happy to let people know what I use because I think they are tools that lend themselves well to the clinical enterprise.

I like using a Tablet for presenting or for taking notes when meeting with families because it sits in front of my like a pad of paper. For some reason, I am also able to listen better when I’m only working with one hand on a computer. It’s hard for me to listen, write, and engage when I’m using both hands on a keyboard.

I first learned about MindMapping from a classic book on the subject by Tony Buzon. I use it for brainstorming, project management, and presenting. I’m still in the process of investigating the relationship between visual maps (mind-mapping or concept mapping) and learning complex concepts. I’ve done a partial lit review about it in the educational literature and it seems like there are a lot of theories (and, of course, few data) about why visual maps would promote learning different from plain text. For suicide risk, I think it helps to be able to visualize connections between concepts on a map because it makes complex material more accessible. I have a map of risk factors to consider that somehow enlivens discussion of something that could feel quite rote or overwhelming.

It may be that these tools are also effective because they haven’t yet (and I mean yet) become mainstream. People are intrigued because they are different. I’m OK with that, but I hope that’s not the only factor at play.