Using Twitter to increase content dissemination and control educational content with Presenter Initiated and Generated Live Educational Tweets (PIGLETs).


:Live-tweeting during educational presentations is typically learner-generated and can lead to misquoted information. Presenter curated tweets have not been well described. We created Presenter Initiated and Generated Live Educational Tweets (PIGLETs) with the goal to broaden the reach of educational conferences. We hypothesized that using PIGLETs would increase the reach and exposure of our material. We developed a prospective single-arm intervention study performed during the "Not Another Boring Lecture" workshops presented at two national conferences in 2015. Presenters tweeted PIGLETs linked to unique hashtags #NotAnotherBoringLecture and #InnovateMedEd. Analytic software was used to measure the following outcomes: (1) number of tweets published by presenters versus learners, (2) reach (users exposed to content containing the hashtag), and (3) exposure (total number of times content was delivered). One hundred and twenty-six participants attended the workshops. A total of 636 tweets (including retweets) were sent by presenters containing the study hashtags, compared with 162 sent by learners. #NotAnotherBoringLecture reached 47,200 users and generated 136,400 impressions; #InnovateMedEd reached 36,400 users and generated 79,100 impressions. PIGLETs allowed presenters to reach a significant number of learners, as well as control the content delivered through Twitter. PIGLETs can be used to augment educational sessions beyond the physical confines of the classroom.


Med Teach


Medical teacher


Tomlinson S,Haas M,Skaugset LM,Cico SJ,Wolff M,Santen S,Lin M,Huang R




Has Abstract


2017-07-01 00:00:00












  • A qualitative evaluation of medical student learning with concept maps.

    abstract:PURPOSE AND AIMS:The purpose of this study was to investigate the ways in which the use of concept maps influenced the learning processes of third year internal medicine students in the context of medical education. Reported here are the qualitative results of this study. METHODS:One-hundred thirty four medical studen...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Torre DM,Daley B,Stark-Schweitzer T,Siddartha S,Petkova J,Ziebert M

    更新日期:2007-11-01 00:00:00

  • Brazilian medical students' attitudes towards patient-centered care.

    abstract:BACKGROUND:The doctor-patient relationship is essential to medical care (Engel 1980; Balint 1984), however, medical schools focus mainly on biomedical subjects and don't give the necessary attention to communication skills, humanistic attitudes, and professional values (Haidet et al. 2001, 2002). METHODS:Attitudes of ...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Ribeiro MM,Krupat E,Amaral CF

    更新日期:2007-09-01 00:00:00

  • A comprehensive checklist for reporting the use of OSCEs.

    abstract:BACKGROUND:The Objective Structured Clinical Examination (OSCE) has experienced an explosion of use which has rarely been accompanied by systematic investigations on its validity, reliability and feasibility. A systematic review of OSCE was undertaken as part of Best Evidence Medical Education at the Centre for Evidenc...

    journal_title:Medical teacher

    pub_type: 杂志文章,评审


    authors: Patricio M,Juliao M,Fareleira F,Young M,Norman G,Vaz Carneiro A

    更新日期:2009-02-01 00:00:00

  • Health inequities: the need for action by schools of medicine.

    abstract:BACKGROUND:It is well recognised that marked inequalities in mortality and morbidity exist between populations particularly those in lower socio-economic groups, including Indigenous and some ethnic minorities. Academic medicine has not yet articulated a clear stance on reducing health inequity within communities. AIM...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Sanson-Fisher RW,Williams N,Outram S

    更新日期:2008-01-01 00:00:00

  • Assessment steers learning down the right road: impact of progress testing on licensing examination performance.

    abstract::Although it is generally accepted that assessment steers learning, this is generally viewed as an undesirable side effect. Recent evidence suggests otherwise. Experimental studies have shown that periodic formative assessments can enhance learning over equivalent time spent in study (Roediger & Karpicke 2006). However...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Norman G,Neville A,Blake JM,Mueller B

    更新日期:2010-01-01 00:00:00

  • The good student is more than a listener - The 12+1 roles of the medical student.

    abstract:BACKGROUND:The process of medical education, particularly in the fast evolving new era of medical metaschools, is a broad and complex issue. Harden & Crosby claimed that a good teacher is more than a lecturer, and identified 12 roles that certify a good and capable teacher. However, this is only half the truth: the goo...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Karakitsiou DE,Markou A,Kyriakou P,Pieri M,Abuaita M,Bourousis E,Hido T,Tsatsaragkou A,Boukali A,de Burbure C,Dimoliatis ID

    更新日期:2012-01-01 00:00:00

  • Teaching and assessment in the consultation. A workshop for general practice clinical teachers.

    abstract::A faculty development programme for general practice clinical teachers offered a skills development workshop which specifically addressed the skills needed when teaching and assessing students consulting with patients. The course was sequential, that is, a group moved on to a new skill only when its members could demo...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Preston-Whyte ME,Fraser RC,McKinley RK

    更新日期:1993-01-01 00:00:00

  • Discourses of professionalism: Metaphors, theory and practice.

    abstract::Professionalism is a contested concept and different discourses have differed by scope and epistemology. The theory of communicative action integrates epistemology (knowledge interests) with that of scope (lifeworld). AIM:To pragmatically inform learning of professionalism. METHODS:apply the theory of communicative ...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Links MJ,Wilkinson T,Campbell C

    更新日期:2019-01-01 00:00:00

  • Continuing medical education, quality improvement, and organizational change: implications of recent theories for twenty-first-century CME.

    abstract::Healthcare providers and systems are being asked to measure and improve the quality of care delivered to their patients. Additionally, the American Board of Medical Specialties now requires physicians to participate in systems-based practice and practice-based learning and improvement activities as part of maintenance...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Price D

    更新日期:2005-05-01 00:00:00

  • Use of traditional versus electronic medical-information resources by residents and interns.

    abstract:BACKGROUND:Little is known about the information-seeking behaviour of junior doctors, with regard to their use of traditional versus electronic sources of information. AIMS:To evaluate the amount of time junior doctors spent using various medical-information resources and how useful they perceived these resources to b...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Phua J,Lim TK

    更新日期:2007-05-01 00:00:00

  • Expanding the reach of health sciences education and empowering others: the OpenCourseWare initiative at Tufts University.

    abstract::OpenCourseWare (OCW) represents an innovative and cost-effective opportunity for institutions to take a more active role in strengthening health sciences education worldwide. OCW content can provide a supplement to curricula available in resource-rich settings, as well as provide much of the basic content critical to ...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Lee MY,Albright S,O'Leary L,Terkla DG,Wilson N

    更新日期:2008-01-01 00:00:00

  • 'So you want to be a clinician-educator...': designing a clinician-educator curriculum for internal medicine residents.

    abstract:BACKGROUND:Despite a growing demand for skilled teachers and administrators in graduate medical education, clinician-educator tracks for residents are rare and though some institutions offer 'resident-as-teacher' programs to assist residents in developing teaching skills, the need exists to expand training opportunitie...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Heflin MT,Pinheiro S,Kaminetzky CP,McNeill D

    更新日期:2009-06-01 00:00:00

  • Script-theory virtual case: A novel tool for education and research.

    abstract::Context/Setting: The script theory of diagnostic reasoning proposes that clinicians evaluate cases in the context of an "illness script," iteratively testing internal hypotheses against new information eventually reaching a diagnosis. We present a novel tool for teaching diagnostic reasoning to undergraduate medical s...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Hayward J,Cheung A,Velji A,Altarejos J,Gill P,Scarfe A,Lewis M

    更新日期:2016-11-01 00:00:00

  • Situational judgement tests in medical education and training: Research, theory and practice: AMEE Guide No. 100.

    abstract::Why use SJTs? Traditionally, selection into medical education professions has focused primarily upon academic ability alone. This approach has been questioned more recently, as although academic attainment predicts performance early in training, research shows it has less predictive power for demonstrating competence ...

    journal_title:Medical teacher

    pub_type: 杂志文章,评审


    authors: Patterson F,Zibarras L,Ashworth V

    更新日期:2016-01-01 00:00:00

  • The impact of lifestyle medicine continuing education on provider knowledge, attitudes, and counseling behaviors.

    abstract:BACKGROUND:There is a need for effective continuing medical education (CME) programs to increase healthcare providers' knowledge and skills in lifestyle medicine so that healthcare providers are better equipped to assist patients in adopting and maintaining healthier lifestyle behaviors. AIMS:To evaluate the impact of...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Dacey M,Arnstein F,Kennedy MA,Wolfe J,Phillips EM

    更新日期:2013-05-01 00:00:00

  • Lifelong learning skills: how experienced are students when they enter medical school?

    abstract::Widening participation initiatives together with changes in school curricula in England may broaden the range of lifelong learning skills experience of new undergraduates. This project examines the experience levels of current students, as a comparative baseline. First-year medical students completed a questionnaire o...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Whittle SR,Murdoch-Eaton DG

    更新日期:2004-09-01 00:00:00

  • Development of a modified Cohen method of standard setting.

    abstract:BACKGROUND:A new 'Cohen' approach to standard setting was recently described where the pass mark is calculated as 60% of the score of the student at the 95th percentile, after correcting for guessing. AIM:This article considers how two potential criticisms of the Cohen method can be addressed and proposes a modified v...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Taylor CA

    更新日期:2011-01-01 00:00:00

  • Critical incidents as a technique for teaching professionalism.

    abstract:BACKGROUND:The issue of professional behavior in medicine has been extensively discussed in the medical literature and clarity regarding what constitutes professional behavior, and strategies for assessing professionalism have begun to emerge. AIM:To address the information gap on effective strategies for teaching pro...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Rademacher R,Simpson D,Marcdante K

    更新日期:2010-01-01 00:00:00

  • Illuminating the relationship between shared learning and the workplace.

    abstract::This investigation represents an attempt to illuminate issues in the relationship between shared learning, aspects of organizational climate, teamwork practices and inter-personal contact between health professionals. The study, completed in 1998 and conducted over the previous 3 years, involved 57 post-qualified heal...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Kennard J

    更新日期:2002-07-01 00:00:00

  • Exploring the feasibility and acceptability of using tactical decision games to develop final year medical students' non-technical skills.

    abstract:INTRODUCTION:Clinical decision-making, situation awareness, task management, and teamwork are key non-technical skills (NTS) required by junior doctors. Tactical decision games (TDGs) are low-fidelity classroom-based activities designed to develop proficiency in NTS. This study aimed to explore the feasibility and acce...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Drummond I,Sheikh G,Skinner J,Wood M

    更新日期:2016-05-01 00:00:00

  • Teaching interviewing skills: the effect of instructors' academic department.

    abstract::This study examines student evaluations of an interviewing and communications skills course taught in small groups by members of psychiatry and family medicine departments. Student course evaluations for two academic years were analyzed by means of t-tests and multiple regression analyses to explore if the group leade...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Lynch DJ,Tamburrino MB,Nagel R

    更新日期:1992-01-01 00:00:00

  • Medical students' perceptions of the factors influencing their academic performance: an exploratory interview study with high-achieving and re-sitting medical students.

    abstract:BACKGROUND:Little is known about medical students' perceptions of the factors that influence their academic performance. AIM:To detect factors medical students, in the final years of their undergraduate medical studies, believe affect their academic performance. METHODS:We conducted semi-structured interviews with hi...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Todres M,Tsimtsiou Z,Sidhu K,Stephenson A,Jones R

    更新日期:2012-01-01 00:00:00

  • Medical school accreditation in China: a Sino-Australian collaboration.

    abstract::In 2008, China established a medical school accreditation process based on international standards and guidelines. Twenty schools had been accredited by 2013 and it is intended to accredit all 137 schools by 2020. To achieve this ambitious aim, Chinese medical educators have entered into collaboration with their Austr...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Geffen L,Cheng B,Field M,Zhao S,Walters T,Yang L

    更新日期:2014-11-01 00:00:00

  • A cardiological web as an adjunct to medical teaching: prospective analysis.

    abstract::The aim of the study was to deliver and evaluate an educational web for medical students. A web of the complete cardiovascular course was prepared as an adjunct educational material for the classes. The use and utility of the web was assessed through a questionnaire (frequency of use, impact on in-class attendance and...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Gómez-Arbonés X,Ferreira A,Piqué M,Roca J,Tomás J,Frutos JL,Vinyas J,Prat J,Ballester M

    更新日期:2004-03-01 00:00:00

  • Increasing tensions in the ubiquitous use of technology for medical education.

    abstract::The ubiquitous use of technology in medical education creates increasing tensions related to the benefits and disadvantages of the ease of access to content and the opportunity to monitor online behavior. We recommend a collaborative understanding by all stakeholders, from learners and educators to higher education in...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Goh PS,Sandars J

    更新日期:2019-06-01 00:00:00

  • Audiovisual programmers.

    abstract::The aim of this series is to draw teachers' attention to useful sources of audiovisual programmes, to describe the services they provide, and to highlight some of their recent titles. ...

    journal_title:Medical teacher

    pub_type: 杂志文章



    更新日期:1979-01-01 00:00:00

  • Teaching, reflecting, and learning: The value of an intercalated medical education programme.

    abstract::Objectives: Teaching programmes within medicine focus primarily on pathways of a shorter length with little regard to teaching lasting longer than a month. This study is different from other studies as it examines the benefits of a nine month-long medical education degree programme and its impact beyond graduation. Th...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Muir F,Bruce J,McConville K

    更新日期:2020-05-01 00:00:00

  • Assessing professional behaviour and medical error.

    abstract::The mission of medical schools underwent significant change in the post-Second World War period, which resulted in a de-evaluation of teaching, which in turn impacted on the type of assessment methods that emerged in the latter part of the twentieth century. Assessment based on direct observation did not receive the s...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Cohen R

    更新日期:2001-03-01 00:00:00

  • Patient experiences of participation in a medical student teaching workshop.

    abstract:OBJECTIVES:To investigate the motivations for and experiences of patients who actively participate in a workshop to teach medical students about chronic disease. DESIGN:Descriptive study using structured telephone or e-mail-based questionnaire exploring the views of 'patient tutors' who participate in a 'living with c...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Watts L,Mcpherson T,Robson J,Rawlings G,Burge S

    更新日期:2015-01-01 00:00:00

  • An innovative model for teaching complex clinical procedures: integration of standardised patients into ward round training for final year students.

    abstract:OBJECTIVES:Ward rounds are an essential activity for doctors in hospital settings and represent complex tasks requiring not only medical knowledge but also communication skills, clinical technical skills, patient management skills and team-work skills. However, although the need for ward round training is emphasized in...

    journal_title:Medical teacher

    pub_type: 杂志文章


    authors: Nikendei C,Kraus B,Lauber H,Schrauth M,Weyrich P,Zipfel S,Jünger J,Briem S

    更新日期:2007-03-01 00:00:00