The emerging Web 2.0 social software: an enabling suite of sociable technologies in health and health care education
The emerging Web 2.0 social software: an enabling suite of sociable technologies in health and health care education
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DOI：
10.1111/j.1471-1842.2007.00701.x
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发表时间：
2007-03-01
影响因子：
3.8
通讯作者：
Wheeler, Steve
中科院分区：
文献类型：
--
作者：
Boulos, Maged N. Kamel;Wheeler, Steve
Web 2.0社交技术和社交软件作为健康和医疗保健的推动者，为组织，临床医生，患者和外行人提供服务。它们包括社交网络服务、协同过滤、社交书签、大众分类、社交搜索引擎、文件共享和标记、mashup、即时消息和在线多人游戏。在教育领域更受欢迎的Web 2.0应用程序，即维基、博客和播客，只是社会软件的冰山一角。与传统的Web 1.0模型相比，Web 2.0技术代表了一种管理和重新利用/重新混合在线信息和知识库（包括临床和研究信息）的革命性方式。本文还提供了未来软件的一瞥，触及Web 3.0（语义网），以及它如何与Web 2.0相结合，以产生最终的参与架构。虽然在这次审查中提出的工具看起来非常有前途，并可能适合在许多医疗保健应用和场景的目的，仔细思考，测试和评估研究仍然需要，以建立“最佳实践模型”，利用这些新兴技术，以提高我们的教学和学习效率，培养更强大的“实践社区”，支持继续医学教育/专业发展（CME/CPD）和患者教育。
Web 2.0 sociable technologies and social software are presented as enablers in health and health care, for organizations, clinicians, patients and laypersons. They include social networking services, collaborative filtering, social bookmarking, folksonomies, social search engines, file sharing and tagging, mashups, instant messaging, and online multi-player games. The more popular Web 2.0 applications in education, namely wikis, blogs and podcasts, are but the tip of the social software iceberg. Web 2.0 technologies represent a quite revolutionary way of managing and repurposing/remixing online information and knowledge repositories, including clinical and research information, in comparison with the traditional Web 1.0 model. The paper also offers a glimpse of future software, touching on Web 3.0 (the Semantic Web) and how it could be combined with Web 2.0 to produce the ultimate architecture of participation. Although the tools presented in this review look very promising and potentially fit for purpose in many health care applications and scenarios, careful thinking, testing and evaluation research are still needed in order to establish 'best practice models' for leveraging these emerging technologies to boost our teaching and learning productivity, foster stronger 'communities of practice', and support continuing medical education/professional development (CME/CPD) and patient education.