An analysis of healthcare providers' online ratings

Background Many websites allow consumers to evaluate their healthcare experience yet scant data exist that explore the type and content of reviews. Objective To evaluate and describe online healthcare provider reviews. Methods We analysed 16 703 ratings on 6101 providers from four US cities. Ratings spanned five categories and an overall provider score. We also performed text analyses of narrative commentary (n = 15 952). Results Providers had a high mean score for each category (3.7_4.0 out of 5). Higher overall scores were associated with higher staff (adjusted odds ratio (aOR) 3.0, 95% CI 2.9_3.0, P< 0.01) and punctuality scores (aOR 2.1, 95% CI 2.05_2.15, P< 0.01). Review frequency was inversely associated with scores, (aOR 0.94, 95% CI 0.92_0.96, P<0.01). Analyses of narrative commentaries revealed more positive than negative terms (P< 0.01). Conclusions Online ratings were largely positive. Future research must discern how online surveys affect patient referrals, provider reputations and patients' perceptions of quality of care

Medical students’ and residents’ use of online social networking tools: Implications for teaching professionalism in medical education

This study sought to determine if and how 501 medical students and 312 residents are using Facebook at a large university in the Southeastern United States. Results reveal that medical students and residents are using Facebook and about two-thirds of users maintain public profiles. While there is variation in the types of information provide within profiles, many medical students seem unaware of or unconcerned with the possible ramifications of sharing personal information in publicly-available online profiles even though such information could impact their professional lives. Thus, this study provides data based evidence that online tools such as social networking sites should become a part of the dialogue related to preparing future physicians to meet the Accreditation Council on Graduate Medical Education (ACGE) professionalism competency