AMEE 2013 FOAMed Workshop


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These slides accompanied the workshop delivered on #FOAMed at the AMEE conference in Prague 27 AUgust 2013 by Natalie Lafferty, Annalisa Manca, Dr Ellie Hothersall and Dr Laura Jane Smith.
The workshop provided an introduction to Free Open Access Medical Education and some examples of how this approach can be used in Medical Education.

Published in: Education, Technology

AMEE 2013 FOAMed Workshop

  1. 1. Using  Free  Open  Access  Medical  Educa4on   (#FOAMed)  to  develop  &  support   communi4es  of  learners  for  lifelong  learning     AMEE  2013,  Prague  –  27  August  2013     Natalie  Lafferty,  Annalisa  Manca  &  Ellie  Hothersall   University  of  Dundee   Laura-­‐Jane  Smith   University  College  London  
  2. 2. Natalie  Lafferty  -­‐  @nlafferty   Lecturer  eLearning   Annalisa  Manca  -­‐  @annalisamanca   Educa4onal  Technologist  &  PhD  student   Dr  Ellie  Hothersall  -­‐  @e_hotersall   Public  Health  Teaching  Lead  &  Systems  in  Prac4ce  Co-­‐Convenor   Welcome   Dr  Laura-­‐Jane  Smith  -­‐  @drlaurajane   Teaching  Fellow  and  Respiratory  Physician  
  3. 3. WORKSHOP  OVERVIEW   Raise  awareness  and  demonstrate   how  tools  such  as  blogs  and  twiWer   can  support  free  open  access  medical   educa4on  (#FOAMed)  an   interna4onally  emerging  trend  in   medical  educa4on.  
  4. 4. AIMS  &  OBJECTIVES   •  Understand  how  free  social  media  tools  such  as   blogs  and  twiWer  can  be  used  to  develop   FOAMed  resources  to  support  learning.   •  Apply  the  use  of  social  media  to  design  learning   content  tailored  to  specific  learning  needs.     •  Highlight  the  versa4lity  of  the  FOAMed  approach   across  the  con4nuum  of  medical  educa4on  and   in  different  learning  contexts.   •  Understanding  and  evalua4ng  the  benefits  of   par4cipa4ng  in  FOAMed  learning  ac4vi4es.  
  5. 5. SeGng  the  scene  
  6. 6. hWp://    TECHNOLOGY  IS  DRIVING  
  7. 7. Any  4me,  any  where,  any  place   LEARNING  
  8. 8. Changing  how  we  work    
  9. 9. “Using  Web  2.0  technologies  leads  to  a  new  sense  of   communi4es  of  interest  and  networks  and  also  a   clear  no4on  of  boundaries  in  web  space  -­‐  for  example   personal  space,  group  space  and  publishing  space.”   JISC  2009  
  10. 10. Free  Open  Access  Meduca4on     #FOAMed  
  11. 11. hWp://  
  12. 12.
  13. 13. Blogs  Reflec4on/ Porgolio   Reviews  of   research   News  &   views   Forma4ve   assessment   Just-­‐in-­‐4me   learning   Teaching  –   guide  on  the   side   Pa4ent   experiences   Suppor4ng   communi4es   Audience  Engagement  -­‐  Comments Blogs  play  a  central  role  in  delivering  #FOAMEd  
  14. 14.                                                          Suppor4ng  #FOAMed  
  15. 15. #FOAMed  learning  networks
  16. 16. ACTIVITY     Are  you  using  #FOAMed?  
  17. 17. It’s  all  about  the  learning     not  the  technology!  
  18. 18. hWp://      Don’t  lose  focus  …      Don’t  be  dazzled  by  the  technology  
  19. 19. Paradigm  ShiQs  in  EducaRon   Knowledge  reten4on     Knowledge  crea4on   and  cura4on   vs  
  20. 20. Paradigm  ShiQs  in  EducaRon   Acquisi4on  of   knowledge   vs   Selec4on  +   evalua4on  of   informa4on   Learning  =   Learning  =  
  21. 21. Paradigm  ShiQs  in  EducaRon   Instruc4ng/   provision  of     informa4on   vs   Mentoring   Facilita4ng   Coaching   Teaching  =   Teaching  =  
  22. 22. Paradigm  ShiQs  in  EducaRon   vs   Behaviourism   Construc4vism   (social  +  cogni4ve)  
  23. 23. theories have to do with #FOAMEd? What do
  24. 24. par4cipa4on   learning   prac4ce   Medical  Educa4on  
  25. 25. Free Open Access
  26. 26. Some  defini4ons…  
  27. 27. Connec4vism   •  Learning  (defined  as  ac4onable  knowledge)  can   reside  outside  of  ourselves  (within  an   organiza4on  or  a  database),  is  focused  on   connecRng  specialized  informaRon  sets,  and  the   connecRons  that  enable  us  to  learn  more  are   more  important  than  our  current  state  of   knowing.     •  The  ability  to  draw  dis4nc4ons  between   important  and  unimportant  informa4on  is  vital.     –  (Siemens,  2005)  
  28. 28. Construc4vism   •  Based  on  the  premise  that  we  all  construct   our  own  perspec4ve  of  the  world,  through   individual  experiences  and  schema.     •  Construc4vism  focuses  on  preparing  the   learner  to  problem  solve  in  ambiguous   situaRons     – (Schuman,  1996)  
  29. 29. Social  Learning  Theory   •  Social  Learning  Theory  posits  that  people   learn  from  one  another,  via  observaRon,   imitaRon,  and  modelling.   – Bandura,  1977  
  30. 30. ZPD   ar4facts   prac4ce   experience   connec4ons   More  Knowledgeable  Others   independent   learning   Social  Construc4vism   Vygotsky meaning   learning  as  a  -­‐  social  -­‐  process  to  reach    ”full  par4cipa4on”   in  a  community  of  prac4ce   PLE  
  31. 31. •  it’s  embedded  in  your  pracRce   •  helps  you  criRcally  reflect  on  your   teaching  and  understand  your   prac4ce   •  grounds  informed  best  pracRce   •  gives  value  to  experience  –  both   yours  and  students’   •  helps  apprecia4ng  students’  learning   dynamics   •  allows  understanding  of  process  of   learning   •  gives  stronger  pillars  for  scaffolding So  WHY  Theory?   makes  learning  more   effec4ve  in  today’s   complex  landscape  of   learning  
  32. 32. Start  with  how  you  want  to  teach  …   Not  with  technology   One  size  doesn’t  fit  all  
  33. 33. Develop a teaching & learning toolkit"
  34. 34. Personalisation - Use what’s best for you
  35. 35. Case  study  1:  #fluscenario  
  36. 36. Using  TwiWer  to  teach  Public  Health   to  undergraduate  medical  students  -­‐   #fluscenario   Dr  Ellie  Hothersall   Theme  Lead  for  Public  Health   Deputy  Convenor  Systems  in  Prac4ce   Locum  Consultant  in  Public  Health  @DundeePublicH  
  37. 37. The  challenge   Public  Health  is  “common  sense”   Easy   Concepts  rather  than  facts   Hard  to  assess   Difficult  to  get  engagement  from  majority  
  38. 38. The  solu4on?   •  Get  ‘em  while  they’re  young   •  Try  to  develop  conversa4ons  not  teach  facts   •  Make  it  relevant  and  engaging  
  39. 39. #fluscenario   •  Online   •  Done  in  Private  Study   •  Using  familiar  social  media   •  Low  input  required  from  staff   •  Peer  support  
  40. 40. Origins  of  #fluscenario   •  Based  on  previous  work  by   •  Original  scenarios  wriWen  by  Mr  Alex  TalboW   and  Dr  Chloe  Sellwood     •  TwiWer  chat  with  Social  Media  emphasis   •  Easy  to  tweak  to  student  focus   •  We  gave  the  op4on  of  using  TwiWer  or  a   secure  blog  or  email  for  responding  
  41. 41. Purpose  of  #fluscenario   •  To  introduce  you  to  pandemic  ‘flu  and   emergency  planning   •  To  develop  an  online  learning  conversa4on   •  (To  understand  there  is  more  to  public   health  than  drinking  water  and  inequali4es)   •  (To  understand  how  social  media  will   influence  your  professional  life)  
  42. 42. Outline   Phase  1   • Background   • Prepara4on   Phase  2   • Early  outbreak   • Communica4on  and  risk   Phase  3   • Late  outbreak   • Preven4on  and  mi4ga4on   Phase  4   • Wrap  up   • Lessons  learned  
  43. 43. Outline   Phase  1   • Background   • Prepara4on   Phase  2   • Early  outbreak   • Communica4on  and  risk   Phase  3   • Late  outbreak   • Preven4on  and  mi4ga4on   Phase  4   • Wrap  up   • Lessons  learned  
  44. 44. Background/Early  warning   Assump4ons  in  planning  (e.g.  50%  affected,  4%  hospitalised)     Link  to  early  BBC  coverage:   hWp://   hWp://   Spread  interna4onally:   hWp://     Ques4ons  for  discussion    e.g.  What  could  you  be  doing  now  to  get  ready?  
  45. 45. Outline   Phase  1   • Background   • Prepara4on   Phase  2   • Early  outbreak   • Communica4on  and  risk   Phase  3   • Late  outbreak   • Preven4on  and  mi4ga4on   Phase  4   • Wrap  up   • Lessons  learned  
  46. 46. Outline   Phase  1   • Background   • Prepara4on   Phase  2   • Early  outbreak   • Communica4on  and  risk   Phase  3   • Late  outbreak   • Preven4on  and  mi4ga4on   Phase  4   • Wrap  up   • Lessons  learned  
  47. 47. Outline   Phase  1   • Background   • Prepara4on   Phase  2   • Early  outbreak   • Communica4on  and  risk   Phase  3   • Late  outbreak   • Preven4on  and  mi4ga4on   Phase  4   • Wrap  up   • Lessons  learned  
  48. 48. What  happened?   •  2,987  Tweets  using  the  hashtag  #fluscenario   •  Contribu4ons  from  staff,  students,  others   •  Mean  number  of  Tweets  per  student  was  13.8   (range  1-­‐88).     •  Peak  TwiWer  ac4vity  was  in  the  first  12  hours,   with  >1,000  Tweets  within  8  hours  of   launching  the  first  scenario.  
  49. 49. Evalua4on   •  “did  not  understand  the  point  of  the  exercise”   •  “waste  of  4me”   •  “I  enjoyed  using  twiWer  as  a  new  way  of   teaching  and  I  feel  like  I  learnt  a  lot  from  the   opportunity  to  discuss  the  flu  scenario  with   my  peers.”  
  50. 50.     “Whooping  cough:  Three  more  babies  die  in   outbreak  hWp://  #fluscenario”     “Reading  about  the  emergence  of  mul4drug-­‐ resistant  TB  and  automa4cally  rela4ng  this  to   the  spread  of  #fluscenario.  Hello  Library   Weekends.”  
  51. 51. View  from  the  outside  
  52. 52. Next  4me?   BeWer  evalua4on   Build  ethics  and  communica4ons  in  specifically   Ask  students  to  iden4fy  key  learning  points     Get  the  students  using  TwiWer  earlier  to  “win   them  over”  (e.g.  #dundeeprn)   PLUS  content/context  analysis  of  tweets  
  53. 53. Get  involved!   Next  run  will  be  November  2013   #fluscenario   @DundeePublicH  
  54. 54. Case  study  2:  #quclms  
  55. 55. UCL  Medical  School    
  56. 56. Ø  case-­‐based  ques4on  at  start  of  week   set  by  clinicians/educators   Ø  subjects  from  across  curriculum   Ø  peer-­‐led  discussions  on  TwiWer   Ø  summary  and  ‘expert  comment’  at   end  of  week,  with  addi4onal   resources   what?
  57. 57. What  is  the  most  appropriate  fluid  regimen  in   sepsis?   What  are  the  most  appropriate  inves4ga4ons  for   suspected  PE  in  pregnancy?   Should  we  treat  hypertension  found  on  rou4ne   health  screening,  and  if  so  with  which  drug(s)?   How  should  we  proceed  to  test  for  HIV  in   someone  who  is  unable  to  consent?   what?
  58. 58. Social  learning   theories       Vicarious  learning   why?
  59. 59. why? Beyond  reach     of  learner   Zone  of  proximal     development   Learner  can     do  unaided   Scaffolding   peers   experts   Vygotsky  
  60. 60. sd   data
  61. 61. sd   •  “I  dislike  the  plagorm  of  TwiWer.  Seems  bizarre   to  try  to  teach  anything  much  in  such  a  small   number  of  characters”   •  “An  innova4ve  way  of  learning  that  is  easy  for   students  to  engage  with”   •  “Excellent  that  UCL  are  beginning  to  use  Twiter  in   such  a  way.  It’s  an  extremely  useful  educa4onal   tool  and  will  be  invaluable”  
  62. 62. sd   Successes:   •  Ins4tu4onal  acceptance  of  (and  enthusiasm  for)   social  media  use  in  educa4on       •  Lectures  on  digital  professionalism  in  all  years   •  Increasing  awareness  and  engagement  from   students   •  Growing  momentum    
  63. 63. sd   Lessons  learned:   •  Op4mal  dura4on  of  discussion     •  Methods  of  encouraging  par4cipa4on   •  Timely  follow  up  of  case  with  expert  comment   •  Need  to  link  explicitly  link  to  core  curriculum   content  and  ‘adver4se’  in  core  lectures  
  64. 64. sd   data
  65. 65. Join  us  in  September!   @drlaurajane   @ACMEatUCL   @quclms    
  66. 66. Ethics,  governance,  confidenRality     &  professionalism  
  67. 67. Social  media  will  be  a  part  of  your   personal  and  professional  life.  It  can   be  a  highly  valuable  tool,  but  make   sure  you  don’t  run  into  problems...  
  68. 68. Being  professional  online  
  69. 69. “covering a birthing shed...would prefer to be on the cabbage patch” “working with #madwives”
  70. 70. The  Lying  Down  Game    
  71. 71. ***
  72. 72. DefamaRon     Breach  of   confidenRality   Doctor-­‐paRent   boundaries   Wrong  privacy   seGngs   Public  vs   private   Reasons  for  ge•ng  into  trouble  
  73. 73. Ask  yourself   •  what  if  my  peers  read  this?   •  what  if  my  tutor  reads  this?   •  what  if  the  dean  reads  this?   •  what  is  my  future  boss  reads  this?   •  what  if  my  mum  reads  this?   •  what  if  my  paRents  read  this?  
  74. 74. A  few  more  FOAMed   examples  
  75. 75.   Global Medical Education Project
  76. 76. hWp://  
  77. 77. Follow  conversaRons  via  #hashtags       #gasclass   #FOAMed   #teamhaem   #ukmeded   #meded    
  78. 78."
  79. 79. Student  Revision  -­‐  hWp://  
  80. 80. hWp://  
  81. 81. hWp://  
  82. 82. #BlueJC  
  83. 83. hWp://­‐hashtags/bluejc/  
  84. 84. #FOAMed  Community  
  85. 85. Sta4s4cs  from  
  86. 86. Conversa4ons  curated  on  
  87. 87. Search  for  #hashtags  on  
  88. 88. Cura4ng  FOAMed  Resources  –  
  89. 89. ACTIVITY     How  could  you  use  #FOAMed?  
  90. 90. Dip  your  toe  in  the  water  ...       Explore  and  learn  together  
  91. 91. Join  the  conversa4on  
  92. 92.  QuesRons  
  93. 93. Natalie  Lafferty       TwiWer  -­‐  @nlafferty   Email  –   Annalisa  Manca     TwiWer  -­‐  @annalisamanca   Email  –   Dr  Ellie  Hothersall     TwiWer  -­‐  @e_hothersall   Email  –   Thank  you     Be  in  touch   Dr  Laura-­‐Jane  Smith     TwiWer  -­‐  @drlaurajane   Email  -­‐  laura-­‐