Expanding Professional Development Opportunities for Consultants: How to Incorporate Social Media into a Communication Center

The NSU Write from the Start Writing and Communication Center (WCC) has recognized the importance of developing a social media presence to highlight the achievements and services of the Center while providing professional development opportunities to staff members. This article is aimed at educating communication center directors and staff on how they can develop a social media presence for their centers. The article is divided into sections to showcase the essential steps of creating and maintaining a social media team, consistent branding, and content for various social media platforms. Additionally, it provides first-hand experience and tips from the NSU WCC’s social media team about how to make the process manageable and efficient.

Launching a Strategic Social Media Presence for the NSU Write from the Start Writing and Communication Center

This presentation will offer a case study of one writing center’s implementation and use of social media, and provide participants with strategies and suggestions for enhancing social media use in their writing centers. The NSU Write from the Start Writing and Communication Center (WCC) celebrated its grand opening at Nova Southeastern University in September 2018. This panel presentation will first provide an overview of the social media campaign and specific objectives that M.A. in Composition, Rhetoric, and Digital Media students at NSU completed as part of their WRIT 5900: Social Media Writing and Strategy course during the Summer 2018 to support the WCC’s launch. The second portion of the panel will feature NSU’s WCC social media team and will discuss the WCC’s social presence implementation during Fall 2018, and provide and discuss lessons learned and strategies participants can use at their home institutions

Public health training in internal medicine residency programs: a national survey

BACKGROUND: The IOM recommends public health training for all physicians. Data characterizing such training of internal medicine (IM) residents are lacking. PURPOSE: To describe the current state of public health education at IM residency programs, characterize programs offering public health education, and quantify interest in expanding training opportunities. METHODS: IM residency program directors from the 380 Accreditation Council for Graduate Medical Education-accredited residency programs in the U.S were invited to participate in a cross-sectional survey. Responses were received from 127 programs (33%). Data were collected July-December 2012 and analyzed in January 2013. Participants were queried on domestic public health training offered, perceived resident interest in and satisfaction with this training, and interest in expanding training. RESULTS: Eighty-four respondents (66%) provide some form of public health training, but structure and content vary widely. In many programs offering public health training, few residents (\u3c10%) receive it. Although 93 programs (73%) integrate public health into core curricula, only three topics were common to a majority of these programs. Sixty-six respondents (52%) offer clinical training at community-based health centers. Most residency program directors (90%) are very or somewhat interested in expanding their public health training. CONCLUSIONS: This study characterizes the structures and content of public health training across IM residency programs. The wide range highlights the diverse definition of public health training used by IM residency program directors and lack of universal public health competencies required for IM physicians. Opportunities exist for collaboration among residency programs and between IM and public health educators to share best practices