AMEE 2013 FOAMed Workshop

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. 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. 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. 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. SeGng the scene

6. hWp://www.ﬂickr.com/photos/sookie/31219031/ TECHNOLOGY IS DRIVING

7. Any 4me, any where, any place LEARNING

8. Changing how we work

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. Free Open Access Meduca4on #FOAMed

11. hWp://lifeinthefastlane.com/foam/

12. http://scoop.intel.com/what-happens-in-an-internet-minute/

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. Suppor4ng #FOAMed

15. #FOAMed learning networks http://www.ﬂickr.com/photos/oceanﬂynn/6638184545/

16. ACTIVITY Are you using #FOAMed?

17. It’s all about the learning not the technology!

18. hWp://www.ﬂickr.com/photos/toolstop/4546017269/ Don’t lose focus … Don’t be dazzled by the technology

19. Paradigm ShiQs in EducaRon Knowledge reten4on Knowledge crea4on and cura4on vs

20. Paradigm ShiQs in EducaRon Acquisi4on of knowledge vs Selec4on + evalua4on of informa4on Learning = Learning =

21. Paradigm ShiQs in EducaRon Instruc4ng/ provision of informa4on vs Mentoring Facilita4ng Coaching Teaching = Teaching =

22. Paradigm ShiQs in EducaRon vs Behaviourism Construc4vism (social + cogni4ve)

23. http://www.ﬂickr.com/photos/cpjobling/5067090661/sizes/l/in/photostream/ theories have to do with #FOAMEd? What do

24. par4cipa4on learning prac4ce Medical Educa4on

25. http://www.ﬂickr.com/photos/aslanmedia_ofﬁcial/6292167103/ Free Open Access

26. http://www.ﬂickr.com/photos/26036894@N03/4856561276/ Some deﬁni4ons…

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. 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. Social Learning Theory •  Social Learning Theory posits that people learn from one another, via observaRon, imitaRon, and modelling. – Bandura, 1977

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. •  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 http://labspace.open.ac.uk/mod/resource/view.php?id=433244 So WHY Theory? makes learning more effec4ve in today’s complex landscape of learning

32. Start with how you want to teach … Not with technology One size doesn’t ﬁt all

33. http://www.ﬂickr.com/photos/8007281@N08/3259845278/ Develop a teaching & learning toolkit"

34. http://www.flickr.com/photos/ianinsheffield/5611248212/in/photostream/ Personalisation - Use what’s best for you

35. Case study 1: #ﬂuscenario

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 e.hothersall@dundee.ac.uk @DundeePublicH

37. The challenge Public Health is “common sense” Easy Concepts rather than facts Hard to assess Diﬃcult to get engagement from majority

38. The solu4on? •  Get ‘em while they’re young •  Try to develop conversa4ons not teach facts •  Make it relevant and engaging

39. #ﬂuscenario •  Online •  Done in Private Study •  Using familiar social media •  Low input required from staﬀ •  Peer support

40. Origins of #ﬂuscenario •  Based on previous work by nhssm.org •  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. 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. 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. Background/Early warning Assump4ons in planning (e.g. 50% aﬀected, 4% hospitalised) Link to early BBC coverage: hWp://news.bbc.co.uk/1/hi/world/americas/8017777.stm hWp://news.bbc.co.uk/1/hi/world/americas/8021483.stm Spread interna4onally: hWp://news.bbc.co.uk/1/hi/world/south_asia/8019364.stm Ques4ons for discussion e.g. What could you be doing now to get ready?

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. 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. “Whooping cough: Three more babies die in outbreak hWp://t.co/VXAIC5Bu #ﬂuscenario” “Reading about the emergence of mul4drug-‐ resistant TB and automa4cally rela4ng this to the spread of #ﬂuscenario. Hello Library Weekends.”

51. View from the outside

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. Get involved! Next run will be November 2013 #ﬂuscenario @DundeePublicH

54. Case study 2: #quclms

55. UCL Medical School

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. 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. Social learning theories Vicarious learning why?

59. why? Beyond reach of learner Zone of proximal development Learner can do unaided Scaﬀolding peers experts Vygotsky

60. sd data

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. 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. 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. sd data

65. Join us in September! @drlaurajane @ACMEatUCL @quclms www.quclms.com

66. Ethics, governance, conﬁdenRality & professionalism

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. Being professional online

69. “covering a birthing shed...would prefer to be on the cabbage patch” “working with #madwives”

70. The Lying Down Game

71. ***

72. DefamaRon Breach of conﬁdenRality Doctor-‐paRent boundaries Wrong privacy seGngs Public vs private Reasons for ge•ng into trouble

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. A few more FOAMed examples

75. gmep.org Global Medical Education Project

76. hWp://www.pediatriceduca4on.org/

77. Follow conversaRons via #hashtags #gasclass #FOAMed #teamhaem #ukmeded #meded

78. http://gasclass.wordpress.com/"

79. Student Revision -‐ hWp://twigrg.blogspot.co.uk/

80. hWp://teamhaem.wordpress.com

81. hWp://boringem.org

82. #BlueJC

83. hWp://www.symplur.com/healthcare-‐hashtags/bluejc/

84. #FOAMed Community

85. Sta4s4cs from symplur.com

86. Conversa4ons curated on symplur.com

87. Search for #hashtags on symplur.com

88. Cura4ng FOAMed Resources – Scoop.it

89. ACTIVITY How could you use #FOAMed?

90. http://www.ﬂickr.com/photos/cascadianfarm/5277978788/ Dip your toe in the water ... Explore and learn together

91. Join the conversa4on

92. QuesRons

93. Natalie Lafferty TwiWer -‐ @nlafferty Email – n.t.lafferty@dundee.ac.uk Annalisa Manca TwiWer -‐ @annalisamanca Email – a.manca@dundee.ac.uk Dr Ellie Hothersall TwiWer -‐ @e_hothersall Email – e.hothersall@dundee.ac.uk Thank you Be in touch Dr Laura-‐Jane Smith TwiWer -‐ @drlaurajane Email -‐ laura-‐jane.smith@ucl.ac.uk

AMEE 2013 FOAMed Workshop

Natalie Lafferty

AMEE 2013 FOAMed Workshop