#TwitterReport: Using Twitter as a Chief Resident to Teach to Teach Clinical Reasoning to Trainees

Most training programs use a form of case-based tutorial - termed "resident report" or "morning report" - to teach clinical reasoning to their trainees. The key feature of these case conferences is their interactivity. Changes in duty hours and increasing clinical demands present a barrier to consistent resident attendance of longform teaching sessions. As a result, many trainees supplement their training with asynchronous learning from podcasts, question banks, or additional didactic curricula. These modalities lack interactivity and often require time comments which mirror those of in-person didactics.

Social media is increasingly used by physicians and other health professionals for asynchronous medical education. Twitter, a microblogging platform with a maximum of 280 characters per post (per "tweet"), has emerged as the dominant platform for social media-based education in recent years. Education on Twitter is versatile in form, ranging from single-question quizzes or picture-based questions to longer topic-based tutorial threads ("tweetorials"). Each of these forms retains interactivity and provides educational pearls that can be consumed asynchronously in less than five minutes.

During this workshop, we will discuss the benefits and drawbacks of using social media to supplement trainee education, explore the mechanics of using Twitter for online education, and cover strategies for adapting longform case-based materials into shorter, bite-sized teaching episodes that can be disseminated easily on social media. Participants will be able to practice these skills live with the help of the facilitators. This workshop will provide attendees with a framework for developing educational content on Twitter at their own institution.