Contributing Authors: Stephanie Yarnell, MD, PhD and Sallie DeGolia, MD, MPH
Overview: Technology has become a part of our everyday lives. Smartphones, tablets, the ever-expanding market of devices make access to the internet easier than ever. We never really seem to be too far from some form of computer or handheld device. It probably comes as no surprise then that worldwide usage of the internet is exploding. But is this a healthy thing? We present here a Facilitator’s Guide for teaching trainees about our ever-increasing interface of technology, with an emphasis on social media. Content-based learning objectives include that the learner will be able to describe: effects of technology on the brain, potential brain changes, possibility of addiction and other negative outcomes, and the potential for benefits from technology. These objectives are assessed via role play exercise with direct observation. As with all sessions in the Neuroscience in the Media module, additional learning objectives include that the learner will: appreciate the relevance of neuroscience to the future of psychiatry; be able to serve as an ambassador of neuroscience and psychiatry (by demonstrating the ability to critique media coverage of our field); and have fun learning about neuroscience!
Author Affiliations: Dr. Yarnell is a resident from the Department of Psychiatry at Yale School of Medicine. Dr. DeGolia is a clinical professor, Psychiatry and Behavioral Sciences at Stanfod School of Medicine. David Ross, MD, PhD, Katherine Blackwell, MD, PhD, and Ashley Walker, MD are the Contributing Editors for this publication. The National Neuroscience Curriculum Initiative is a collaborative effort with AADPRT and the American Psychiatric Association (APA) Council on Medical Education and Lifelong Learning and receives support from the NIH (R25 MH10107602S1) ©National Neuroscience Curriculum Initiative.