How social media can change health professional education
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Plenary presentation given at Social Media Summit, ICRE
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How social media can change health professional education
- 1. How Social Media can change Health Professional Education Dr Anne Marie Cunningham, MB, BCh, MPH Academic Lead for eLearning Institute of Medical Education, Cardiff University
- 2. âdetermined not to be one of the sheepâ
- 3. Boundary crossings and boundary objects
- 4. Learning Technology Transformation Scholarship Professionalism
- 5. As a new professionalism?
- 6. Is professionalismâŚ. a set of attitudes and behaviours? an identity and set of values?
- 7. Appropriate or NOT??? https://www.flickr.com/photos/zackrepko/4863490513
- 8. The âvanilla physicianâ https://www.flickr.com/photos/an drewlove/79311807
- 11. Dr Kate Granger #hellomynameis
- 12. What we cover: What to do more off ⢠Learn ⢠Share
- 13. Where to find out more:
- 14. As a learning technology?
- 15. âFauxial learningâ not â Social learningâ
- 16. How can we help students?
- 17. Case Based Learning Active Collaborative Supported
- 18. Students choose where to share learning Facebook Wiki Scoopit
- 19. What do students learn from? Textbooks Online content from other universities Lectures Online content made by other students Tutorials YouTube
- 20. The problem? Too much content! What is good quality? What is relevant?
- 21. The solution? âŚâŚ ď Curation Social media Peer-reviewed content Student generated content Curator filters and adds commentary - posts resources to Scoopit
- 22. Who are the curators? Staff Students
- 23. How are we using it? CBL group pages Case âmasterâ pages Subject-specific pages
- 24. What does it take to be a good curator? â˘Accuracy â˘Relevance â˘Framework Know subject â˘Ease of access â˘Right level Know audience
- 25. What are your learners using? HEA Visitors and Residents Project
- 30. âThere is a divide between formal and informal learning. Students navigate the dissonance between these â with or without our support.â Catherine Cronin
- 31. As a form of scholarship?
- 32. How can social media supportâŚ.. Scholarly Teaching Scholarship of Teaching
- 35. âTransformative learning is not imposed upon the participants, but built into the very operating principles and everyday social textures of these activitiesâ Engestrom 2009 http://www.helsinki.fi/cradle/documents/Engestrom %20Publ/Wildfire%20activities%20paper.pdf https://www.flickr.com/photos/brucedaley/3339957 468/
- 36. Social Production Runaway Object ⢠Nature of object Knots in mycorrhizae ⢠Locus of agency Negotiation and Peer Review ⢠Co-ordinating mechanism Expansive swarming engagement, multidirectional pulsation ⢠Mode of Learning
- 38. âLearning in wildfire activities is learning by swarming that crosses boundaries and ties knots between actors operating in fractured and often poorly charted terrains.â EngestrĂśm, Y., & Sannino, A. Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review (2010)
- 39. #FOAMed as wildfire activity Object ⢠Medical education Movement ⢠#FOAMed Community ⢠Clinicians ⢠Students ⢠Educators
- 40. What happens when we are not setting the agenda?
- 43. #JusticeforLB as wildfire activity Object ⢠Support for people with Learning Disabilities Movement ⢠#JusticeforLB Community ⢠Families ⢠Carers ⢠LD nurses
- 44. Identity Relationships Power Control Trust Context
- 45. Thank you About.me/amcunningham @amcunningham cunninghamam@cardiff.ac.uk
Hinweis der Redaktion
- So to start. Who am I? Iâm a GP from Northern Ireland who for the last 12 years has worked in medical education in Cardiff University. My job there now involves helping my teaching colleagues, and our students, make decisions about how best to use technology in their education. Back in 2008 I went to two medical education conferences and thought wouldnât it be great if I could stay in know more about what the people who are attending this event are thinking about and reading and doing every day. I came home and started looking online and discovered that social media might be the answer.
- Challenges for healthcare. We know that they will need to be collaborative- to work in teams- and able to find answers in new places. We need a global village to raise these doctors
- Student https://www.flickr.com/photos/56155476@N08/6659995783
- Unfortunately, many of our students (NIs) rarely get the opportunity to learn & develop their skills for networking & networked learning within formal education. In all our attempts to build learning platforms, to tame the wild & open web, we may be reinforcing a lesson with unintended & negative consequences⌠Students must navigate the dissonance between these: Informal / everyday / open Formal / institutional / bounded Our message: Donât rely on Google. Donât use Wikipedia. Discuss in forum in VLE (which will disappear in 3 monthsâŚ) Here are 6 videos & 12 readings to useâŚ
- But the barriers to sharing this kind of local practical information are not only technical, they are more likely to be social. After all email has been around for years. If we were truly happy sharing about our practice then we would have been doing this already. Some of the reasons that we donât share our practice are concerns about who we are talking to- who is in control? Who has power? What will be the implications of sharing for how we see ourselves and how others see us?