Duncan Digital Literacies in Medical Education (IMP Med Ed Day - Duncan, BC) Sept 27, 2014
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21st century teaching techniques for medical education.
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Duncan Digital Literacies in Medical Education (IMP Med Ed Day - Duncan, BC) Sept 27, 2014
- 1. Digital Literacies in Medical Education Rebecca Raworth, MLIS September 27, 2014
- 2. Presenter Discloser Rebecca Raworth has: • No relationship with commercial interests • Has received no financial support for the preparation of this presentation
- 3. Activity Which of the following best describes your attitude towards digital technologies like social networks, blogs & collaboration tools? 1. Using them is second nature to me 2. I know how to use them but it’s not easy for me 3. I don’t use them but feel the need to learn 4. I don’t use them & don’t feel the need to learn how to use them
- 4. Learning objectives • Become familiar with digital literacies and recognize their importance in medical education. • Develop an awareness of digital tools and their use in medical education.
- 5. Outline • Why this workshop topic? • What is digital literacy? • 21st century pedagogy • Social media • Digital tools & their use in education & clinical practice • Where to get help • Questions?
- 6. Definitions • Digital literacies are those capabilities which fit an individual for living, learning and working in a digital society. JISC • Digital literacy is “the ability to use information and communication technology to find, evaluate, create and communicate information. (American Library Association) • Tool knowledge + critical thinking +social engagement (J. Fraser, social and educational technologist) • Set of social practices & meaning making of digital tools (Landshear & Knobel, 2008)
- 7. WHY THIS TOPIC? • Students are already using technology in their everyday life and for learning • Hospitals are already using technology, including social media for patient education • The rise of e-patients
- 8. Context – reform of medical education
- 9. Greenhalgh, Trisha, et al. "Adoption, non-adoption, and abandonment of a personal electronic health record: case study of HealthSpace." BMJ: British Medical Journal 341 (2010).
- 11. Context – 21st century students
- 14. Context: new information ecosystem http://www.slideshare.net/saevarsson/how-libraries-can-survive-in-the-new-media-ecosystem- 1412009-presentation
- 15. Context – emerging technologies http://www.gartner.com/newsroom/id/2819918
- 16. Context http://www.slideshare.net/SidneyEve?utm _campaign=profiletracking&utm_medium= sssite&utm_source=ssslideview
- 18. ACTIVITY Please get into groups of 4 or so and discuss: • Discuss how your students have changed since you were a student. • What is your biggest challenge in teaching medical students today? Be prepared to share with the class.
- 22. Sage on the stage
- 23. Pedagogy for the digital age http://academiclifeinem.com/blooms-digital-taxonomy/
- 24. 2 key learning perspectives http://www.slideshare.net/giustinid/naslund-giustini-wilu-may15final
- 27. Blended learning From http://ndnr.com/education-web-articles/blended-learning/
- 31. 21st Century Educator From http://edorigami.wikispaces.com/21st+Century+teacher
- 32. SAMR Model
- 36. Desired outcome • Students will develop personalized approaches to keeping up to date given that the answer to a clinical question can change over time
- 38. “It’s not about the tools, it’s using the tools to facilitate learning.”
- 40. Technology tools http://www.teleatrics.com/site/resources http://nsunews.nova.edu/medical-school-receives- meti-simulation-innovators-recognition- 2/
- 44. Activity 1. How do social media sites like Facebook and LinkedIn affect the patient-physician relationship? Should I friend my patients? 2. Search for you name on your mobile device and see what you find. Be prepared to share what you’ve discussed in your groups with the rest of us.
- 45. Activity http://www.slideshare.net/hbeetham/dl-social-media-may- 2014?utm_source=slideshow&utm_medium=ssemail&utm_campaign=up load_digest
- 46. Social media CMA definition: “A set of web-based & mobile technologies that allow people to monitor, create, share or manipulate text, audio, photos, video, with others”
- 47. SOCIAL MEDIA
- 49. FredCavazza.net
- 50. Mayo Clinic’s Social Media Residency Prerequisites to Mayo’s Social Media Residency: • Required Modules • 1. Create your account in the Social Media Health Network and complete these online courses: • BUS 101 – Introduction to Social Media and Content Strategy (30 minutes) • BUS 110 – Basics of Social Media ROI (30 minutes) • BUS 121 – Mayo Clinic ROI Case Studies (30 minutes) • BUS 130 – Introduction to LinkedIn (30 minutes) • GSM 104 – Personal Branding in Social Media (20 minutes) • GSM 105: Overview of Social Media Tools (30 minutes) • GSM 106 – Creating Your Google Account for YouTube and Google+ (10 minutes) • GSM 110: Mayo Clinic’s Social Media History (30 minutes) • GSM 125 – Introduction to Enterprise Social Networking (25 minutes) • GSM 130 – Introduction to Google+ (30 minutes) • EPL 101: Medical Professionalism and Social Media (20 minutes) • EPL 120: Managing the Legal Risks of Social Media (40 minutes) • BL 101: Getting Started with Blogging (30 minutes) • TW 100 – Preparing to Create Your Twitter Account (10 minutes) • TW 101: Getting Started with Twitter (20 minutes) • TW 105: Twitter Terms (15 minutes) • TW 110 – How to Effectively Participate in a Twitter Chat (30 minutes) • TW 115 -- Twitter Measurement via TweetReach Report (15 minutes) • FB 105: Managing Facebook Privacy (30 minutes) • VID 120 – Video Shooting Basics* (20 minutes) • 2. Watch #SocialAtMayo – Mayo Clinic’s Social Media Guidelines (10 minutes) We estimate that it will take you approximately 8 hours to complete the prerequisites.
- 52. Your digital footprint http://www.digitalfamilysummit.com/2012/safety-protecting-your-digital-footprint/
- 53. Help – medical & education literatures
- 54. Help – see online presentations
- 55. Help – digital scholarship websites
- 56. Help - learning object repositories
- 57. Help - courses
- 58. Help - ‘BAMBOO DIRT’
- 60. Help – conferences & workshops
- 61. Start Experimenting • E.g. add a YouTube video to the syllabus • Remember to start with learning outcomes first, then work backwards • Social Media Course by Dr. Bertalan Mesko @ • http://prezi.com/zwfi8jxaxdo9/the-social-media- course-introduction/
- 64. Emerging technologies http://www.slideshare.net/umhealthscienceslibraries/whats-most-important-emerging- technologies-in-medical-libraries?qid=e4aeacc9-92a4-41cb-9528- c77d656bd00e&v=qf1&b=&from_search=10
- 69. Bloom’s Revised Taxonomy blogs.wsd1.org
- 72. Education 2.0 • Public health surveillance • Social networking & web 2.0 • Mobile technologies • E-portfolios • Competency frameworks • Personalized, real-time learner assessment • Personalized medicine
- 73. The future is now • Let’s livetweet rounds • Can you prescribe an app? • Social media for public health outreach & education • Don’t let the tech get between you and your patient • Text reminders can help patients take their meds • Wearable tech & sensors are changing healthcare
- 74. Thank you! In the spirit of open learning and open access, my presentation will be posted on SlideShare. Rebecca Raworth, MLIS raworthr@uvic.ca Twitter: @raworthr
Hinweis der Redaktion
- https://www.aamc.org/newsroom/reporter/julyaugust2014/401410/technolog.html
- They are technophile (born into technology and internet-based world) They’re fast (multi-tasking) They already use technology (facebook, twitter…) They are mobile (different locations + smartphone) They are the future - New generation of physicians (http://scienceroll.com/2011/11/21/7-features-of-the-new-generation-of-physicians) Digital tools must support larger pedagogical objectives and manage expectations Teaching is a practice; pedagogy is the place where philosophy and practice meet (praxis). It’s vibrant and meditative and productive. Hybrid learning refers to learning that happens both in the classroom and online A synonym for hybrid learning is blended learning All learning is necessarily hybrid Combines the strands of critical pedagogy and digital pedagogy Avoids valorizing educational technology Networked and participant-driven discussion Challenge is to find new and innovative ways to engage students in the practice of learning Student-centered Collaborative
- http://www.slideshare.net/timbuckteeth?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
- Gartner’s 2013 Hype Cycle for Emerging Technologies -Technologies transform everything we do (papyrus – Gutenberg – e-books) -networked collaboration, distributed, peer reviewed, open, complex, dynamic -productivity, content E-books Mobile phones Ubiquitous learning BYOD (bring your own device) Technology-enhanced learning spaces Learning analytics creativity, visualization, simulation, games
- Telemedicine Remote monitoring (labour, heart…) Global world & rare diseases Empowered Easy access to medical information
- Let’s spread the expertise around; novices should find a group with tech savvy people, ok? One person from each group will report back on what their group feels about each of the 3 areas of discussion. 10 minutes
- E-readers are not just a replacement for a print book, as they enhance reading by adding a built-in dictionary (comprehension and quicker), ability to highlight, ability to see most highlighted passages by others (why do my peers find this worth highlighting.
- Ideally, each course should use technology for the best student outcomes while respecting Pedagogical approaches – principles – guidance & support – content and activities – reflection and demonstration – communication and collaboration Accessibility Pedagogy-driven technolgoy Learning activities Self-guided learning (anywhere & anytime) When planning a course consider learning outcomes, access, supporting the activity, assessing the activity, problems & solutions
- SAMR – The Substitution Augmentation Modification Redefinition Model. I, personally, forget about the acronym SAMR, it’s the concept that’s important to understand. The SAMR Model offers a method of seeing how ed tech might impact teaching and learning. It also show a progression that adopters of ed tech (students and teachers) often follow as they progress through teaching and learning with technology. While one might argue over whether an activity can be defined as one level or another, the important concept to grasp here is the level of student engagement. "SAMR, a model designed to help educators integrate technology into teaching and learning, was developed by Dr. Ruben Puentedura, Ph.D.. The model aims to enable teachers to design, develop, and integrate digital learning experiences that utilize technology to transform learning experiences to lead to high levels of achievement for students." (Quote from: http://msad75summertechnologyinstitute.wordpress.com/beyond-substitution/)
- Learning analytics: “Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs.” (https://tekri.athabascau.ca/analytics/)
- Evidence-based education, as this meta-analysis shows
- Start with the pedagogy Guidance and support for students Content and activities that lead to greater engagement & deeper learning of students Reflection and demonstration Communication and collaboration – help students build something new!
- Books, kindles, heart monitors, using a virtual otoscope, social media…
- Can be used for telehealth Technology can be thought of in different ways As a resource (online journal, online lecture slides) As a contextualizer (embed the content into Medicol, a learning object, a website As a communications medium (email, listserv, blog, wiki…) As a visualization/exploration tool Guiding principle #1 = pedagogy first From Uvic’s teaching & learning Centres’s “Teaching with technology at Uvic” Also from Barab et all (2000) in Grounded constructions & how technology can help.
- David Isaac, an orthopaedic surgeon at Torbay Hospital in Devon, England, has become the first surgeon in the UK to perform an operation while wearing goole glass. Torbay Hospital says the technology has ‘huge potential’ for medical education, with students in a lecture theatre able to see and hear from the surgeon’s viewpoint. Google Glass, a 1.8-ounce computer configured like a pair of eyeglasses, already is gaining popularity in the medical world as a teaching tool, recording surgeries from the surgeon’s point of view and live-streaming that view to colleagues or students. But Theodore has found another application for Google Glass that he believes could transform the way doctors perform surgery. Theodore pre-loads CT and X-ray images needed for a procedure, and calls them up in his Google Glass to compare a medical scan with the actual surgical site. “Often one will remove a tumor that may be deeply hidden inside an organ – the liver, the lung – for example,” said Theodore, who’s also an associate professor in the UCSF School of Medicine. “To be able to have those X-rays directly in your field without having to leave the operating room or to log on to another system elsewhere, or to turn yourself away from the patient in order to divert your attention, is very helpful in terms of maintaining your attention where it should be, which is on the patient 100 percent of the time.” The device itself is effectively a smartphone, head-mounted video camera and computer rolled into one, with an eye-level screen,’ Dr Brighton said. ‘What’s exciting for medical education is that it allows surgeons to record and share their direct view of the surgical field. This gives huge potential for mentoring and conferencing. The hospital says the main difficulty it has had in using Google Glass in operations is ensuring patient confidentiality and privacy is maintained ‘We(the hospital) have been investigating the ability to stream and store video to a secure network that can only be accessed by those with the relevant consent, and while we can’t currently use Google Glass to connect and stream to the internet, we are just about to start live-streaming to junior doctors and medical students within the Trust.’
- Some more examples of tech tools Pre-class materials can be loaded – students can do the work when and where they want to You can monitor Medicol to see how prepared students are for class – have they watched the video yet, done the activities? Learning management systems have great assessment tools built into them. You can see which students have watched a video or added comments to a blog, you can tell which are struggling, etc.
- Activity: think about these questions posed by medical students over the past few years and discuss with your partners. What are the best ways to address these issues in medical schools? Our students need to be digitally literate practitioners of medicine. “Great examples of social media curricula for medicine include the Social Media University Global2 , powered by a WordPress blog and managed by Lee Aase of the Mayo Clinic’s Center for Social Media and the Social MEDia course, powered by Prezi and managed by Dr. Bertalan Mesko of Hungary’s University of Debrecen”. “These courses take advantage of social networking tools and build upon principles of collaboration and teamwork across varied disciplines and backgrounds. Taking inspiration from the examples above, this September we launched our Health 2.0 and Digital Literacy elective for our medical students at the University of California, Irvine, School of Medicine. In addition to social media, we are covering topics such as Information Design, App Development, Physician-Developer Relationships, Curating Web and App Content, E-Patients, HIPAA, Technology Etiquette, Telemedicine, Remote Patient Monitoring, and Consumer Health Technology. We don’t expect our students to be “experts” at the conclusion of the course, but we want to expose them to these topics, build familiarity, show them what is possible, and let them apply the technology where it makes sense for them as they look to their future roles as physicians. Ambitious? Yes. Important? We believe so.” Quotes from Dr. Warren Wiechmann’s blog on “It’s time to teach technology: thoughts on digital literacy in the medical curriculum at http://www.imeded.uci.edu/docs/GIR_Member_Viewpoint_October2012.pdf
- How can you control what you see? Did you find anything surprising? How do you want to present online?
- http://www.cma.ca/advocacy/social-media-canadian-physicians Information can be shared unidirectionally (posting text to one’s own blog) and multidirectionally (online discussion forum)
- On twitter during CCME 2014 By Pat Rich, managing editor of member communications for the Canadian Medical Association. Find links to presentations, commentary and announcements from CCME14 on twitter (#ccme14)
- Anne Marie Cunningham gave a talk on at CCME this year https://www.flickr.com/photos/amcunningham72/11341496574/in/photostream/ A Few good places to start exploring are twitter, slideshare, storify and youtube. Microblog Posting your presentations Curation tool / blog Videos
- Students and instructors need to develop their online professional identity (LinkedIn, twitter, FB, etc.)
- Post your presentations on Slideshare, http://www.slideshare.net/, and search for presentations in slideshare, too. This is a way to learn something new in an easy manner.
- PeerScholar is an example of an online tool found on the web. A powerful pedagogical tool that helps you look at your work and other’s from a different, typically more critical perspective. Phase 1 – student write assignment with specific grading criteria so the student’s know how they will be graded Phase 2: student move into evaluation, where they see their assignment alongside peer’s -critical thinking is encouraged as they evaluate & give feedback on their peer’s work based on the assignment rubric -can immediately see how their work stacks up against their peers Phase 3 – they receive their peers’ evaluation & feedback much more quickly that if it were done by a prof or t.a. Work can be revised and resubmitted -encourages critical thinking Communities of practice Communities sharing data (i.e. genetic data, patients with rare disease sharing all their health data…) – collaborative research -interleaving – write, evaluate, revise
- Learning object repositories are free and open peer-reviewed collections of online teaching and learning materials contributed and used by the higher education community. Some are specific to medicine, others are not. You can reuse modules created by other medical schools who share them in a learning object repository. See, for example, MedEdPortal (AAMC) , Merlot (multimedia education resource for learning and online teaching), and CHEC (Canadian Healthcare Education Commons)
- Take courses! This course provides a ‘best practices’ approach to using digital tools and processes in humanities courses forr the purposes of communication, collaboration and facility of research Learning & teaching centre at Uvic, also the technology integrated learning unit on lower level of library
- -a registry of digital research tools for scholarly use Use Bamboo Dirt to find digital tools that will help with scholarship/educational outcomes. You will find examples of how others have used various tools here, too. http://dirt.projectbamboo.org/
- http://www.imeded.uci.edu/docs/MobileTechnologyEtiquette.pdf
- With digital tools that can add to student learning in your class -on Medicol -at brown bag lunches -at conferences So that other faculty can learn from you
- http://www.fastcoexist.com/1680348/mapping-the-future-of-education-technology
- https://www.aamc.org/download/326404/data/technologynowgame-basedlearninginmedicaleducation.pdf
- http://www.slideshare.net/umhealthscienceslibraries/whats-most-important-emerging-technologies-in-medical-libraries?qid=e4aeacc9-92a4-41cb-9528-c77d656bd00e&v=qf1&b=&from_search=10 (slide 9)
- http://www.slideshare.net/umhealthscienceslibraries?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview (slide 4)
- http://www.slideshare.net/umhealthscienceslibraries?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview (slide 5)
- http://www.slideshare.net/umhealthscienceslibraries?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview (slide 6)
- http://www.slideshare.net/umhealthscienceslibraries?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview (slide 7) (from PF Anderson, Univ of Michigan Taubman Health Sciences Library “Emerging technologies in healthcare: different points of view”
- Bloom’s taxonomy serves as the backbone of many teaching philosophies, in particular those that lean more towards skills rather than content.[8][7] These educators would view content as a vessel for teaching skills. The emphasis on higher-order thinking inherent in such philosophies is based on the top levels of the taxonomy including analysis, evaluation, synthesis and creation. Bloom’s taxonomy can be used as a teaching tool to help balance assessment and evaluative questions in class, assignments and texts to ensure all orders of thinking are exercised in student’s learning.