Valérie Avignon, Laurent Gaucher, David Baud, Hélène Legardeur, Corinne Dupont, Antje Horsch
What do mothers think about their antenatal classes? A mixed-method study in Switzerland
BMC pregnancy and childbirth
casebased learning conferences valuable trainees growing clinical demands hinder consistent attendance social media increasingly acts venue trainees supplement education asynchronously designed implemented webbased asynchronous clinical case discussion series twitter social media platform fill educational gap aim mixed methods study examine nature interactions among webbased case discussion participants assess local attitudes regarding educational intervention starting february 2018 posted clinical vignettes dedicated twitter account prompt else want know stimulate discussion authors replied real time case discussion participants requested additional details additional data case posted regular intervals discussion thread advance overall case discussion participants asked explain reasoning support conclusions appropriate webbased engagement assessed using twitter analytics participants posts qualitatively analyzed themes special attention examples using clinical reasoning skills codebook types participant posts interactions refined iteratively local engagement attitudes institution assessed surveying internal medicine trainees n182 faculty n165 6 months 6month period 11 live case discussions engaged users 1773 times total 86 twitter profiles spanning 22 us states 6 countries contributed discussions among participants authors participants training levels present ranging students faculty interactions among participants case moderators commonly driven clinical reasoning including hypothesisdriven information gathering discussing differential diagnosis data interpretation organization 71 respondents local survey 29 41 reported twitter account 29 respondents twitter accounts 17 59 reported participating case discussions respondents agreed case participation increased clinical reasoning skills 1517 88 clinical knowledge 1317 76 social mediabased serialized case discussion feasible asynchronous teaching method engaging webbased learners levels clinical reasoning discussion study examine factors drive trainee participation webbased case discussions circumstances asynchronous discussion might preferred inperson teaching activities