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Social portfolios supporting
    professional identity:
  Implications for education

Simon Grant
Helen Richardson
Scott Wilson
2
Finding the ‘saucy advert’ is easy
   Google using obvious words from the newspaper article
      e.g.: Sarah Green Scruffs
      or teacher saucy youtube


   Or go straight to one I found earlier

   You can also download and edit a video yourself
      which is presumably how all the different edits got onto YouTube,
       when the original is over 4 minutes long
      In an afternoon one can easily find services to download videos
       from YouTube, and free or low cost video editing software.




                                                                           3
So - what’s new?
   Public figures have been liable to exposure by mass media for
    several generations, BUT

   Now exposure is much easier, for anyone, by anyone

   Links can circulate easily around impressionable audiences

   Social networking sites may motivate providing 'daring' material
    intended for viewing by a peer group
      people may not initially think of possible wider audiences
      they don't always use the means provided of restricting access




                                                                        4
Health professionals?
   Similar situations could arise with health professionals

   Students need to be aware of implications
      how personal profiles in social portfolio information (images,
       text, audio) may be used adversely by others
      persistence and pervasiveness of information on social
       networking sites and more widely on the web
      the importance of avoiding dissemination of damaging
       information right from the start
      easy to display evidence of attitudes and qualities consistent
       with good professional standing
      greater personal ‘openness’ could inspire trust and confidence
       in colleagues and clients



                                                                        5
Recruitment?
 “Employers are looking for evidence of job skills, career history, a range
  of interests, strong writing skills, as well as other qualities and
  characteristics such as a confident and friendly personality.”
 Online Recruitment guidance & GMC guidance agree on what to avoid:
  Reference to drug abuse                   Drug or alcohol misuse
  Evidence of excessive alcohol             Drunk driving, alcohol consumption that
  consumption                               affects clinical work or environment;
                                            Dealing, possessing or using drugs


  Extremist / intolerant views, including   Unprofessional behaviour or attitudes –
  racism, sexism                            including unlawful discrimination
  Criminal activity                         Criminal conviction or caution
                                            Child pornography, … child abuse or any
                                            other abuse, physical violence
                                                                                      6
Education? - Recommendations
Health-related curricula should :

   raise students’ awareness of both risks and benefits of social
    networking
   explain why this is important for professional standing
      implications for employer recruitment decisions

      potential impact on patient/client perceptions for reputation,
        face and effectiveness
   consider how this might be learned effectively
      through PBL scenarios & simple web searches

      encourage students to reflect personally on the values
        associated with their various personas, and how the
        expression of those values might positively or negatively affect
        their professional role.


                                                                           7
Suggested reading
   Goffman, E. The Presentation of Self in Everyday Life. 1959. Penguin Books
    (1990). See especially around p 45 of Penguin edition.
   General Medical Council.
    Medical students: professional behaviour and fitness to practise. Jointly produced
    with Medical Schools Council, 2007.
   Grant, S and Grant, A. Ethical portfolios: Supporting Identities and Values 2006.
   Online Recruitment. Employers use Facebook for further background checks
    Onrec.com
   Boggis, C, Cooke, S, Richardson, H and Holland, M. Self and Peer Assessment
    for Student Doctors. In Innovations in Assessment, Symposium Proceedings,
    Teaching Research and Development Network, University of Manchester and
    UMIST (May 2003), p36, ISBN 1-903-640-10-5.
   General Medical Council. Good Medical Practice. 2006.
   Royal College of General Practitioners. Clinical Ethics and Values-Based Practice.
    2007 version. Available through Postgraduate Medical Education and Training
    Board: GP Curriculum. Available also directly as PDF.
   (all links accessed February 2008)


                                                                                         8

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Social portfolio and identity in education

  • 1. Social portfolios supporting professional identity: Implications for education Simon Grant Helen Richardson Scott Wilson
  • 2. 2
  • 3. Finding the ‘saucy advert’ is easy  Google using obvious words from the newspaper article  e.g.: Sarah Green Scruffs  or teacher saucy youtube  Or go straight to one I found earlier  You can also download and edit a video yourself  which is presumably how all the different edits got onto YouTube, when the original is over 4 minutes long  In an afternoon one can easily find services to download videos from YouTube, and free or low cost video editing software. 3
  • 4. So - what’s new?  Public figures have been liable to exposure by mass media for several generations, BUT  Now exposure is much easier, for anyone, by anyone  Links can circulate easily around impressionable audiences  Social networking sites may motivate providing 'daring' material intended for viewing by a peer group  people may not initially think of possible wider audiences  they don't always use the means provided of restricting access 4
  • 5. Health professionals?  Similar situations could arise with health professionals  Students need to be aware of implications  how personal profiles in social portfolio information (images, text, audio) may be used adversely by others  persistence and pervasiveness of information on social networking sites and more widely on the web  the importance of avoiding dissemination of damaging information right from the start  easy to display evidence of attitudes and qualities consistent with good professional standing  greater personal ‘openness’ could inspire trust and confidence in colleagues and clients 5
  • 6. Recruitment?  “Employers are looking for evidence of job skills, career history, a range of interests, strong writing skills, as well as other qualities and characteristics such as a confident and friendly personality.”  Online Recruitment guidance & GMC guidance agree on what to avoid: Reference to drug abuse Drug or alcohol misuse Evidence of excessive alcohol Drunk driving, alcohol consumption that consumption affects clinical work or environment; Dealing, possessing or using drugs Extremist / intolerant views, including Unprofessional behaviour or attitudes – racism, sexism including unlawful discrimination Criminal activity Criminal conviction or caution Child pornography, … child abuse or any other abuse, physical violence 6
  • 7. Education? - Recommendations Health-related curricula should :  raise students’ awareness of both risks and benefits of social networking  explain why this is important for professional standing  implications for employer recruitment decisions  potential impact on patient/client perceptions for reputation, face and effectiveness  consider how this might be learned effectively  through PBL scenarios & simple web searches  encourage students to reflect personally on the values associated with their various personas, and how the expression of those values might positively or negatively affect their professional role. 7
  • 8. Suggested reading  Goffman, E. The Presentation of Self in Everyday Life. 1959. Penguin Books (1990). See especially around p 45 of Penguin edition.  General Medical Council. Medical students: professional behaviour and fitness to practise. Jointly produced with Medical Schools Council, 2007.  Grant, S and Grant, A. Ethical portfolios: Supporting Identities and Values 2006.  Online Recruitment. Employers use Facebook for further background checks Onrec.com  Boggis, C, Cooke, S, Richardson, H and Holland, M. Self and Peer Assessment for Student Doctors. In Innovations in Assessment, Symposium Proceedings, Teaching Research and Development Network, University of Manchester and UMIST (May 2003), p36, ISBN 1-903-640-10-5.  General Medical Council. Good Medical Practice. 2006.  Royal College of General Practitioners. Clinical Ethics and Values-Based Practice. 2007 version. Available through Postgraduate Medical Education and Training Board: GP Curriculum. Available also directly as PDF.  (all links accessed February 2008) 8