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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. 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. 2. “determined not to be one of the sheep”
  3. 3. Boundary crossings and boundary objects
  4. 4. Learning Technology Transformation Scholarship Professionalism
  5. 5. As a new professionalism?
  6. 6. Is professionalism…. a set of attitudes and behaviours? an identity and set of values?
  7. 7. Appropriate or NOT??? https://www.flickr.com/photos/zackrepko/4863490513
  8. 8. The “vanilla physician” https://www.flickr.com/photos/an drewlove/79311807
  9. 9. https://www.flickr.com/photos/clappstar/27732 08127/
  10. 10. Surveillance http://www.flickr.com/photos/pickard/31220953/
  11. 11. Dr Kate Granger #hellomynameis
  12. 12. What we cover: What to do more off • Learn • Share
  13. 13. Where to find out more:
  14. 14. As a learning technology?
  15. 15. “Fauxial learning” not “ Social learning”
  16. 16. How can we help students?
  17. 17. Case Based Learning Active Collaborative Supported
  18. 18. Students choose where to share learning Facebook Wiki Scoopit
  19. 19. What do students learn from? Textbooks Online content from other universities Lectures Online content made by other students Tutorials YouTube
  20. 20. The problem? Too much content! What is good quality? What is relevant?
  21. 21. The solution? …… Curation Social media Peer-reviewed content Student generated content Curator filters and adds commentary - posts resources to Scoopit
  22. 22. Who are the curators? Staff Students
  23. 23. How are we using it? CBL group pages Case “master” pages Subject-specific pages
  24. 24. What does it take to be a good curator? •Accuracy •Relevance •Framework Know subject •Ease of access •Right level Know audience
  25. 25. What are your learners using? HEA Visitors and Residents Project
  26. 26. “There is a divide between formal and informal learning. Students navigate the dissonance between these – with or without our support.” Catherine Cronin
  27. 27. As a form of scholarship?
  28. 28. How can social media support….. Scholarly Teaching Scholarship of Teaching
  29. 29. As transformation?
  30. 30. “Transformative learning is not imposed upon the participants, but built into the very operating principles and everyday social textures of these activities” Engestrom 2009 http://www.helsinki.fi/cradle/documents/Engestrom %20Publ/Wildfire%20activities%20paper.pdf https://www.flickr.com/photos/brucedaley/3339957 468/
  31. 31. 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
  32. 32. Swarming https://www.flickr.com/photos/biggles621/8505233404/
  33. 33. “Learning in wildfire activities is learning by swarming that crosses boundaries and ties knots between actors operating in fractured and often poorly charted terrains.” Engeström, Y., & Sannino, A. Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review (2010)
  34. 34. #FOAMed as wildfire activity Object • Medical education Movement • #FOAMed Community • Clinicians • Students • Educators
  35. 35. What happens when we are not setting the agenda?
  36. 36. #justiceforlb quilt
  37. 37. LB Bill http://lbbill.wordpress.com/
  38. 38. #JusticeforLB as wildfire activity Object • Support for people with Learning Disabilities Movement • #JusticeforLB Community • Families • Carers • LD nurses
  39. 39. Identity Relationships Power Control Trust Context
  40. 40. Thank you About.me/amcunningham @amcunningham cunninghamam@cardiff.ac.uk

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