Twitter Chat Research Articles

More Knowledgeable Other(s)

Vygotsky’s (1934; 1980) sociocultural theories of learning posit that learning is a socially negotiated activity. Learners can sustain this activity, and specifically how they engage in literacy practices, through participatory experiences with experts, known in sociocultural theory as a more knowledgeable other (MKO). However, hierarchies in academia can make these possibilities for collaboration scarce or difficult to break through for doctoral students, sustaining traditional hierarchies and bureaucracies of education. Digital platforms, though, can afford the possibility of subverting these divisions of social order in the academy and make room for different interlocutors to not only better access these MKOs but to also become an analogous MKO. In socially-mediated spaces such as Twitter, otherwise known as X, an acceptance of ontological and epistemological plurality can occur in virtual communities of practice. Through three examples with the American Educational Research Association’s (AERA) Writing and Literacies monthly Twitter chats, the authors showcase how Vygotsky’s concept of the MKO can appear in digital spaces, demonstrate the participatory nature of online writing communities, present the possibilities in providing opportunities for online collaborative experiences, and highlight the importance of a plurality of knowledge in public scholarship.

Social Media Programs for Outreach and Recruitment Supporting Aging and Alzheimer Disease and Related Dementias Research: Longitudinal Descriptive Study.

Social media may be a useful method for research centers to deliver health messages, increase their visibility in the local community, and recruit study participants. Sharing examples of social media-based community outreach and educational programs, and evaluating their outcomes in this setting, is important for understanding whether these efforts have a measurable impact. The aim of this study is to describe one center's social media activities for community education on topics related to aging, memory loss, and Alzheimer disease and related dementias, and provide metrics related to recruitment into clinical research studies. Several social media platforms were used, including Facebook, X (formerly Twitter), and YouTube. Objective assessments quantified monthly, based on each platform's native dashboard, included the number of followers, number of posts, post reach and engagement, post impressions, and video views. The number of participants volunteering for research during this period was additionally tracked using a secure database. Educational material posted to social media most frequently included content developed by center staff, content from partner organizations, and news articles or resources featuring center researchers. Multiple educational programs were developed, including social media series, web-based talks, Twitter chats, and webinars. In more recent years, Facebook content was occasionally boosted to increase visibility in the local geographical region. Up to 4 years of page metrics demonstrated continuing growth in reaching social media audiences, as indicated by increases over time in the numbers of likes or followers on Facebook and X/Twitter and views of YouTube videos (growth trajectories). While Facebook reach and X/Twitter impression rates were reasonable, Facebook engagement rates were more modest. Months that included boosted Facebook posts resulted in a greater change in page followers and page likes, and higher reach and engagement rates (all P≤.002). Recruitment of participants into center-affiliated research studies increased during this time frame, particularly in response to boosted Facebook posts. These data demonstrate that social media activities can provide meaningful community educational opportunities focused on Alzheimer disease and related dementias and have a measurable impact on the recruitment of participants into research studies. Additionally, this study highlights the importance of tracking outreach program outcomes for evaluating return on investment.

Type 1 diabetes and menopause, what women would like to know: a public and patient involvement exercise

Introduction: Managing the impacts of the menopause can be a tedious experience for many women, and when coupled with diabetes, the challenges are multiplied. Literature searches confirm a dearth of information and support to help women with these dual conditions. Methods: A Patient Public Involvement exercise involving an online survey disseminated electronically via social media amongst the Type 1 diabetes online community. It comprised five closed questions and one open question to elicit priority needs. The survey was supplemented with a subsequent Twitter chat. The paper conforms to the guidance for reporting of patient and public involvement in health and social care research (GRIPP). Results: Of the 184 women who completed the survey across the United Kingdom, most were aged between 40 and 59 years (n = 167, 90.8%). Although 137 (72.8%) women reported that menopause had impacted on their diabetes, only a minority (n = 50, 27.2%) indicated that it had ever been discussed with them. The overarching theme from the open question was of an overall Lack of awareness about the impacts of menopause, with the following subthemes: 1) Need for information about menopause, 2) An additional burden, 3) Symptoms of diabetes or menopause? and 4) Communication – expectations of care. Conclusions: Women need information, support and guidance during this phase of life. This oft overlooked aspect of care is engendering frustration and suboptimal diabetes management and will be a topic raised with increasing frequency in general practice and diabetes specialities. The management of diabetes and menopause deserves more attention across the diabetes community.

Twitter Chats as an Alternative to Discussion Boards in Graduate Nursing Courses.

Health care is increasingly dependent on technology and social media for communication. Nurse educators are tasked with developing a nursing workforce equipped with digital literacy to deliver safe, quality patient care. Twitter (now X) chats are an alternative social engagement opportunity for online nursing education students that can facilitate digital literacy. The instructor of an 8-week online nursing education course revised three required discussions as Twitter chats. Written instructions for the Twitter chats were provided, as well as a podcast. Self-report data and Twitter analytics were analyzed. Findings identified the benefits of incorporating a social media platform into traditional coursework. Chats helped students view course objectives in a new light and increased understanding of class content. Twitter is a social media technology that can help nursing students educationally and professionally. [J Nurs Educ. 2024;63(10):709-712.].

Disseminating Education about HER2-Low Breast Cancer through Twitter Chats and Tweetorials

Abstract Introduction/Objective Social media is often used to disseminate new information and as a teaching tool that reaches a broad audience. When practice-changing data about HER2-Low metastatic breast cancer (MBC) emerged in 2022, ASCP developed CME/CMLE Twitter chats and Tweetorials to educate pathologists and laboratory professionals about how these updates will impact the diagnosis and care of patients with HER2-Low MBC. These activities were funded by educational grants from AstraZeneca and Daiichi Sankyo, Inc. Methods/Case Report Working with faculty who were active on Twitter, ASCP organized Twitter chats and Tweetorials to increase awareness about HER2-Low MBC and address how these changes will impact clinical care. A Twitter chat is a live, interactive Tweet-based discussion held on Twitter. Also called Tweet chats, these events run for 1 hr and use hashtags to keep the discussion organized. A Tweetorial is a combination of threaded Tweets that teach about a specific topic. Activities were certified for continuing education credit and were designed to be short, practical, and relevant for pathologists and laboratory professionals. Results (if a Case Study enter NA) In 2022 and 2023, ASCP used the hashtag #HER2Low to organize Twitter chats and Tweetorials. Each chat had four faculty members responding to 6-8 questions and averaged 2.2 million impressions (an impression is the # of times a Tweet is served in a timeline or search result). Faculty covered the challenges differentiating an IHC score of 0 vs 1+, the emerging use of digital pathology, ways to improve reporting, and other challenges with IHC scoring. Tweets may be amplified by Retweets (a re-posting of a Tweet), so a Tweet sent by a faculty member often reached over 1,000 views. Tweetorials had polling questions, text, images, videos, and links to journal articles. Each Tweetorial achieved over 1,400 views and over 535,000 impressions during its first week. Collectively, the Twitter Chats and Tweetorials led to over 1,050 CME/CMLE certificates. Conclusion Twitter is an evolving platform that is actively used by pathologists (see #PathTwitter) and laboratory professionals to share knowledge to a broad audience and foster a community of learning. Since content posted on Twitter remains enduring and searchable, people may find old Tweets and see which topics achieved high impressions. When spreading education on new practice-changing topics like HER2-Low breast cancer, Twitter can be an effective platform for broad content dissemination.

Millenial E- Learning Systems and Their Academic Performance in Mathematics

This paper uses digital and technologically enhanced learning processes to present the millennial generation’s E-learning systems in mathematics courses, attitudes, and academic performance. It aims to determine the e-learning systems of college students in their mathematics classes and their effects on their academic performance. This study used qualitative and quantitative methods and descriptive–correlational and descriptive-comparative research methods involving 72 college students taking p mathematics courses. The results show that regarding e-learning materials, the majority strongly agreed with preferred using Technologies to solve problems using application software, web assignments submitted on yahoo chat, emails, messengers, and solving problems in class using a calculator’s math lab and math way. Millennial e-learners prefer Online based learning, Video conferencing, yahoo groups, group chats, messengers’ groups, video calls, emails, Twitter, Instagram, Math software, and online chat. Students’ academic performance improved when the e-learning system was used, and it was found that their academic grades differed significantly when e-learning systems over traditional learning systems. The E-learning style is recommended in teaching mathematics courses.

Abstract P6-04-19: Engaging pathologists in a social peer-to-peer learning collaborative to discuss the emergence of HER2-low breast cancer

Abstract Introduction: Recent advances in research have shown clinical effectiveness when targeting the lower range of HER2 expression (ie, HER2-low) in patients with metastatic breast cancer. American Society for Clinical Pathology worked in collaboration with Q Synthesis to develop a peer-to-peer learning collaborative to proactively prepare pathologists for HER2-low and to discuss the clinical implications around this emerging classification. This CME project was supported by an educational grant from AstraZeneca Pharmaceuticals LP and Daiichi Sankyo Inc. Methods: ASCP launched a peer-to-peer (P2P) learning collaborative (HER2 Breast Trailblazers) where small groups of pathologists met to discuss some of the practical implications associated with HER2-low. 38 pathologists from a mix of academic and community settings participated in this CME program. For foundational knowledge, learners completed online modules covering scientific updates on HER2-low. Through small-group, case-based discussions, learners reviewed operational challenges and opportunities to prepare for HER2-low. They applied this knowledge to lead projects at their own institutions focusing on the anticipated changes around HER2-low. ASCP also launched a series of peer-led Twitter Chats that were designed to reach a broad audience and foster open dialogue about the emerging science of HER2-low breast cancer. This approach engaged Twitter users who were eager to share and disseminate the education to their colleagues. Twitter Chats provided peer-to-peer feedback regarding ways to navigate obstacles, barriers, and other challenges affecting HER2 testing in breast cancer. Results: The learners identified the following challenges and opportunities: Defining HER2-low: Several learners had heard misconceptions around the definition of HER2-low. Recent studies have defined HER2-low as IHC 1+ or IHC 2+ with ISH-negative. Interobserver concordance with IHC 0 vs 1+: Several learners discussed the challenges around interpreting IHC 0 vs 1+. They felt that some pathologists may need guided feedback to improve their diagnostic skills. Use of IHC vs. ISH: Several learners only performed ISH for HER2 testing on all breast cancer samples. If HER2-low emerges as a third category, they would need to return to IHC. Implications for non-metastatic breast cancer: Recent HER2-low studies have focused on patients with metastatic breast cancer. If HER2-low emerges as a third category, it is unclear whether this designation will also be used in patients who have early-stage breast cancer. Leadership: As pathologists prepare for HER2-low, they have opportunities to lead projects to assess and improve IHC interobserver concordance, coach others on IHC interpretation, increase operational efficiency, strength communication skills, and build up the team by proactively anticipating challenges around HER2-low. Conclusions: HER2-low breast cancer appears to be emerging as a new classification and pathologists need to be prepared to ensure accurate testing and interpretation. Through a peer-to-peer learning collaborative, pathologists identified ways to proactively prepare and demonstrate leadership so that cancer centers and laboratories may be ready to embrace a new paradigm of HER2 classification in breast cancer. A series of public Twitter Chats broadened this discussion and increased awareness among pathologists. Citation Format: Joseph Kim, Kellie Beumer, Melissa Kelly. Engaging pathologists in a social peer-to-peer learning collaborative to discuss the emergence of HER2-low breast cancer [abstract]. In: Proceedings of the 2022 San Antonio Breast Cancer Symposium; 2022 Dec 6-10; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2023;83(5 Suppl):Abstract nr P6-04-19.

The evolution of social media in nephrology education: A mini-review.

Social media is defined as "a group of Internet-based applications that build on the ideological and technological foundations of Web 2.0, that allow the creation and exchange of user-generated content". Social media can be used in medical education to enhance knowledge sharing among peer groups and the public in general. The internet revolutionized learning by allowing easier dissemination of knowledge that did not depend on printing and physical distribution of books, journals, or magazines. According to a report from 2018, 95% of students have access to smartphones and 45% are online at any given time. Social media platforms are powerful tools to spread knowledge by the way of stories, videos, and educational games. Both formal and informal learning can be achieved with the use of social media. The microblogging website Twitter has become a popular social media platform by many in medical education including the nephrology community. Twitter, for example, is used to build communities, discuss journal articles, inform the community of conferences, share infographics and visual abstracts of original research work. As an example, it can be difficult for women in nephrology to connect and travel to make a physical presence. The use of social media allows women to connect via webinars and Women in Nephrology (WIN) India live Twitter chats. Thus, social media can help facilitate networking and collaboration with nephrologists all over the world. Social media has limitations as well. Insensitive posts can have a detrimental effect on one's career. A survey has shown that increased use of social media can contribute to addiction, anxiety, diminished self-esteem, and even depression. Hence, in order to effectively use social media to contribute positively to one's career, we recommend considering the positive and negative aspects of social media.This review will discuss the various social media platforms and how they have been applied to nephrology education.

COVID-19 Messaging on Social Media for American Indian and Alaska Native Communities: Thematic Analysis of Audience Reach and Web Behavior.

During the COVID-19 pandemic, tribal and health organizations used social media to rapidly disseminate public health guidance highlighting protective behaviors such as masking and vaccination to mitigate the pandemic's disproportionate burden on American Indian and Alaska Native (AI/AN) communities. Seeking to provide guidance for future communication campaigns prioritizing AI/AN audiences, this study aimed to identify Twitter post characteristics associated with higher performance, measured by audience reach (impressions) and web behavior (engagement rate). We analyzed Twitter posts published by a campaign by the Johns Hopkins Center for Indigenous Health from July 2020 to June 2021. Qualitative analysis was informed by in-depth interviews with members of a Tribal Advisory Board and thematically organized according to the Health Belief Model. A general linearized model was used to analyze associations between Twitter post themes, impressions, and engagement rates. The campaign published 162 Twitter messages, which organically generated 425,834 impressions and 6016 engagements. Iterative analysis of these Twitter posts identified 10 unique themes under theory- and culture-related categories of framing knowledge, cultural messaging, normalizing mitigation strategies, and interactive opportunities, which were corroborated by interviews with Tribal Advisory Board members. Statistical analysis of Twitter impressions and engagement rate by theme demonstrated that posts featuring culturally resonant community role models (P=.02), promoting web-based events (P=.002), and with messaging as part of Twitter Chats (P<.001) were likely to generate higher impressions. In the adjusted analysis controlling for the date of posting, only the promotion of web-based events (P=.003) and Twitter Chat messaging (P=.01) remained significant. Visual, explanatory posts promoting self-efficacy (P=.01; P=.01) and humorous posts (P=.02; P=.01) were the most likely to generate high-engagement rates in both the adjusted and unadjusted analysis. Results from the 1-year Twitter campaign provide lessons to inform organizations designing social media messages to reach and engage AI/AN social media audiences. The use of interactive events, instructional graphics, and Indigenous humor are promising practices to engage community members, potentially opening audiences to receiving important and time-sensitive guidance.

Meeting Them Where They Are: Online LIS Students and Mental Health Supports

Within a number of fields, research on mental health support available for graduate students is scant. Research on mental health support among online students is even more limited. Mental health within library and information science (LIS) has been discussed largely outside of the scholarly realm via webinars, mental health zines, and Twitter chats. As the majority of students pursuing a master’s degree in LIS (MLIS) go through online programs, student awareness of and access to mental health support through their university is unknown. Through content analysis, this original study explores the online resources for mental health counseling and support readily available for MLIS students in American Library Association–accredited programs.

Lessons Learned from Using Twitter Chat for Educational Research

The current pandemic has allowed us to tap the resources we might not have explored otherwise. While we were under lockdown in Saudi Arabia, we considered how Twitter could be used as a part of potential research methodology in educational research. We used the Twitter chat to explore, from pharmacy students’ point of view, how the suspension of on-campus learning activities and shifting to online mode affected their learning experience and how they would like to see their education shaped in the future. Due to the wide use of Twitter, we could reach out to a significant number of respondents from different regions of the country, inviting different perspectives. The pros and cons we have derived from our experience can be applied to a wider context for utilising Twitter chat in educational research.

Can We Chat . . . Privately? Using Twitter Chats to Facilitate Offline Engagement for Nonprofits

This study examines a health-focused nonprofit organization’s Twitter chats, using qualitative content analysis and social network analysis (SNA) to describe the characteristics of participants and their patterns of interaction. Together, these analyses indicate that Twitter chats do not produce the dialogue that seems inherent to the format. The chats are driven by a small group of users, feature minimal levels of participation from most users, and are heavy on retweets rather than original messages. Nevertheless, these chats can serve to identify committed users and thereby facilitate future offline relationship building rather than being the primary source of relationship building. Offline interactions hold the potential to result in dialogue consistent with theoretical models; however, these interactions may instead serve organizational purposes within an advocacy context. Suggestions that focus on exploring the value of social media for generating offline engagement and relationship building for further research are made.

Engaging Trainees by Enriching Nephrology Elective Experiences.

Engaging Trainees by Enriching Nephrology Elective Experiences.

Professional Learning Networks

Professional learning networks (PLNs) are uniquely crafted and dynamic learning ecosystems, consisting of people, spaces, and tools that meet an educator’s professional needs, interests, and goals (Trust et al., 2016). They serve as a means through which people grow in aspects of their professions. The people within a PLN are individuals who provide career-based feedback, advice, ideas, emotional support, and/or mentoring (Krutka et al., 2017; Trust et al., 2016). The spaces within a PLN are physical, digital, and hybrid places that support or enable professional knowledge building with and from others, such as conferences, workshops, webinars, Twitter chats, unconferences, Reddit forums, and massive open online courses (Trust and Prestridge, 2021). The tools within a PLN are physical resources (e.g., books, curriculum materials) and digital technologies (e.g., Internet search databases, social bookmarking tools, blogs) that are used to access, curate, construct, and disseminate professional knowledge (Trust et al., 2018). Taken together, the people, spaces, and tools within a PLN can support ongoing professional learning and growth for individuals in any academic or organizational context.

Abstract PO-081: Cancer clinical trial access during the COVID-19 pandemic

Abstract Introduction: Cancer clinical trial conduction during the COVID-19 pandemic required a rapid move to virtual engagement to support participant and research team safety. We were faced with the challenge of translating our approach from in-person to virtual engagement for recruitment, enrollment, and delivery of the study intervention. We present our strategies to conduct cancer clinical trials focused on cancer risk reduction during the COVID-19 pandemic. Subject Recruitment: Our multimodal approach utilized online platforms and established approaches like posters, flyers, and collaborating with community health workers to recruit participants. Our virtual engagement strategies include direct outreach to potential participants via email, the electronic medical record (EMR), and social media. Contact via email and the EMR was guided by study-defined eligibility criteria. Social media outreach was through institutional Twitter, Facebook, and video channel accounts. Twitter posts and chats were employed. Enrollment: e-consenting and remote consenting processes were instituted via REDCAP. Delivery of the Educational Risk Reduction Intervention: We also conducted the intervention using the Zoom platform and through a recorded video of the educational risk reduction intervention, which is shared with the participant via REDCAP. Challenges: As documented by others, the greatest challenge to virtual engagement is lack of internet access and lack of digital literacy. These factors have a greater impact on underserved populations, including the elderly, those with low socioeconomic status, those located farther from the cancer center, and racially/ethnically diverse populations. Conclusion: By translating study outreach and processes to virtual engagement, we were able to facilitate clinical trial access across diverse community subgroups and support subject participation in clinical trials during the COVID-19 pandemic. Citation Format: Ashithkumar Beloor Suresh, Subecha Dahal, Christopher Gantz, AnaMaria Lopez. Cancer clinical trial access during the COVID-19 pandemic [abstract]. In: Proceedings of the AACR Virtual Conference: 14th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2021 Oct 6-8. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr PO-081.

Learning in the Open: A Netnography of Twitter Chats for English Language Teachers

Learning in the Open: A Netnography of Twitter Chats for English Language Teachers

Exploring Online Participation and Discussion in an Online Professional Learning Activity on Twitter.

BACKGROUNDTwitter offers opportunities to share resources, engage in online discussions, and network with other professionals. In medical education, Twitter is also being used for professional development. Little is known about the level of engagement in topical chats related to medical education. This study explores how medical educators participated and engaged in Twitter-facilitated discussion activity using #MedEdChat.METHODSAll twitter chat transcripts using the hashtag #MedEdChat from Thursday night synchronous discussions were collected between January and December 2019. A total of 37 discussion topics were included. To answer the first research question about the overall participation, descriptive statistics were used to analyze the number of participants, posts, retweets, and interactions for each week's discussion. To answer the second question about types of discussion participants engaged in during weekly chats, a combination of top-down and bottom-up coding strategy was adopted with three categories: functional, social, and content.RESULTSThis study identified five themes from #MedEdChat discussions: curriculum, faculty development, scholarship, assessment, and general medical education topics. All discussions had an average of 26 participants, with an average of 145 total posts, including 37 original posts, 52 retweets, and 56 interactions (mentions or replies using @). In terms of types of discussion, content-related tweets were most frequently posted, followed by functional and social tweets.CONCLUSIONBy identifying the patterns of participation and content of discussions, preliminary findings suggest implications for future study to further explore the social interactions and knowledge building processes among online participants in the Twitter-facilitated medical education online community.

Conversing or Diffusing Information?

This study examines the one-way information diffusion and two-way dialogic engagement present in public health Twitter chats. Network analysis assessed whether Twitter chats adhere to one of the key principles for online dialogic communication, the dialogic loop (Kent &amp; Taylor, 1998) for four public health-related chats hosted by CDC Twitter accounts. The features of the most retweeted accounts and the most retweeted tweets also were examined. The results indicate that very little dialogic engagement took place. Moreover, the chats seemed to function as pseudoevents primarily used by organizations as opportunities for creating content. However, events such as #PublicHealthChat may serve as important opportunities for gaining attention for issues on social media. Implications for using social media in public interest communications are discussed.

961. Experience, Lessons, and Strategies in Developing a High-Impact Real-Time Learning Network for Clinicians Caring for Patients with COVID-19 Infection

BackgroundAccurate and rapid dissemination of clinical information is vital during pandemics, particularly with novel pathogens. To respond to the high volume and constantly evolving knowledge during the COVID-19 pandemic, the Infectious Diseases Society of America (IDSA) created an online educational COVID-19 Resource Center for frontline clinicians.MethodsIn February 2020, IDSA launched an online resource center for COVID-19, which housed relevant clinical guidance, institutional protocols, and clinical trials. Then, in September 2020, IDSA leveraged a CDC grant to transform the resource center into the COVID-19 Real Time Learning Network (RTLN), a user-friendly, up-to-date microsite that contains clinically focused original content, guidelines, resources, and multimedia (Figure 1). The RTLN is supported by a team consisting of a Medical Editor, Associate Editors, an Online Editor, and IDSA staff. As of June 2021, the RTLN housed 12 sections, 7 of which are comprised of original content; these 7 sections contain a total of 37 subsections. A Twitter account (@RealTimeCOVID19) was also created in October 2020 to share information from RTLN in real-time.Figure 1. COVID-19 Real Time Learning Network Microsite ResultsAs of June 2021, the most visited page of the RTLN was the Moderna Vaccine page, with 486,969 page views (Figure 2). Peak monthly page views are displayed in Figure 3. Between October 2020 and June 2021, the RTLN Twitter account had 2,911 followers, 2,135,783 impressions, and 41,793 engagements. The account had also hosted 2 Twitter Chats on COVID-19 vaccines; these chats resulted in 19 million and 5.3 million impressions, respectively. Twitter engagements by month are displayed in Figure 4.Figure 2. Literature Review of Moderna COVID 19 Vaccine on RTLN Figure 4. RTLN Twitter Engagements By Month ConclusionA comprehensive educational microsite housing clinically relevant COVID-19 information had high uptake, and an accompanying Twitter account had significant engagement. Rapid curation is labor-intensive and required expansion of our editorial team. To ensure we continue to serve the needs of our users a qualitative survey is planned. Our experience launching the RTLN can serve as a roadmap for the development of accessible and nimble educational resources during future pandemics. Disclosures Varun Phadke, MD, Nothing to disclose

Acoustical Society of America and the International Year of Sound

In this presentation, I will discuss how the Acoustical Society of America (ASA) celebrated the International Year of Sound. To stimulate the understanding and awareness of the important role that sound plays in all aspects of society, ASA produced short acoustics-themed videos, offered virtual acoustics demonstrations, presented online speakers, arranged a special issue of Acoustics Today, hosted a Twitter chat for the Journal of the Acoustical Society of America (JASA) and more. ASA education and outreach efforts will continue to improve and motivate the public to explore sound.