2. Digital Professionalism Introductions What is DP? Activity: war stories Why is it a problem? Why is it also an opportunity? Three constituencies Activity: DP in the hidden and explicit curriculum Developing a DP curriculum Activity: action plan Discussion and close
55. Digital Professionalism A hidden curriculum of digital professionalism … We are troubled by the digital in our students, in our institutions Student digital ‘misdemeanors’ on the rise Response is to regulate and punish
56. Digital Professionalism Would we punish poor communication skills or professionalism if we had never taught and exemplified appropriate forms? Should we not model, assist and guide professional digital behaviours?
57. The Literature General themes and principles Clinical in-context issues How best/creatively to use Web 2.0 Digital as instrumentation rather than social milieu Growing unease and problems around DP “education and instruction on role modeling of professional behaviors and appropriate content must occur at multiple levels”* Are guiding principles and interpretations enough? * Farnan et al, AcadMed, 84(11) 2009 – The Realtionship Status if Digital Media and Professionalism
58. Attention Deficit Disorder The principles stand The context, the environment, has changed No requirement for programs etc to address digital professionalism Risks and scandals Near misses We are rabbits in the road
59. Digital nomads Many communities Massive exchange An unseen medical education ‘cloud’
60. What we are not doing Learners and teachers cyborgs – but left to own devices (!) Actions may disrupt org or others or invade rights of others Subliminal content as endorsement – hidden curriculum of acceptable behaviours Later repercussions – ieFacebook/MySpace postings
61. What we are not doing We have abandoned a generation of learners by not teaching and modeling professionalism in being a cyborg Are they abandoning us? Not just students – junior faculty, residents etc We are all at risk
68. Learners, trainees, students “many medical students seem unaware of or unconcerned with the possible ramifications of sharing personal information in publicly available online profiles even though such information could affect their professional lives” (Ferdig et al, 2008)
69. Learners, trainees, students “learners' information literacies are relatively weak but learners have little awareness of the problem” (Beetham et al 2009)
70. Learners, trainees, students Why are the ‘digital natives’ so stupid? Learners are nomads We encourage their migration to the digital We are unaware of the migration from the medical school – provider vs family We encourage recklessness Poor appreciation of consequences Ground zero for building digital professionalism
71. Drs, preceptors, health professionals “most learners are still strongly led by tutors and course practices: tutor skills and confidence with technology are therefore critical to learners' development” (Beetham et al, 2009)
72.
73. Need to be better digital professionals – especially junior members of the profession
74. Need to find new balances and alignments within the professions
81. Digital Professionalism Principle #1: establish and sustain an on online professional presence that befits your responsibilities while representing your interests. Be selective in which channels and places you establish a profile. Ellaway, 2010
82. Digital Professionalism Principle #2: use privacy controls to manage more personal parts of your online profile and do not make public anything that you would not be comfortable defending as professionally appropriate in a court of law Ellaway, 2010
83. Digital Professionalism Principle #3: think carefully and critically about how what you say or do will be perceived by others and act with appropriate restraint Ellaway, 2010
84. Digital Professionalism Principle #4: think carefully and critically about how what you say or do reflects on others, both individuals and organizations, and act with appropriate restraint Ellaway, 2010
85. Digital Professionalism Principle #5: think carefully and critically about how what you say or do will be perceived in years to come; consider every action online as permanent Ellaway, 2010
86. Digital Professionalism Principle #6: be aware of the potential for attack or impersonation, know how to protect your online reputation and what steps to take when it is under attack Ellaway, 2010
91. References Beetham, H., L. McGill, et al. (2009). Thriving in the 21st century: Learning Literacies for the Digital Age. Glasgow, Glasgow Caledonian University/JISC. Online at http://www.jisc.ac.uk/media/documents/projects/llidareportjune2009.pdf Bryden, P., S. Ginsburg, et al. (2010). "Professing Professionalism: Are We Our Own Worst Enemy? Faculty Members’ Experiences of Teaching and Evaluating Professionalism in Medical Education at One School." Academic Medicine 85(6): pp1025–1034. Chretien, K. C., S. R. Greysen, et al. (2009). "Online Posting of Unprofessional Content by Medical Students." JAMA 302(12): pp1309-1315. Ellaway, R. (2010). "eMedical Teacher # 38: Digital Professionalism." Medical Teacher 32(8):pp705–707. Farnan, J. M., J. A. M. Paro, et al. (2009). "The Relationship Status of Digital Media and Professionalism: It’s Complicated " Academic Medicine 84(11): pp1479-1481. Ferdig, R. E., K. Dawson, et al. (2008). "Medical students’ and residents’ use of online social networking tools: Implications for teaching professionalism in medical education." First Monday 13(9). Online at http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/2161/2026 Thompson, L. A., K. Dawson, et al. (2008). "The Intersection of Online Social Networking with Medical Professionalism." J Gen Intern Med 23(7): p954-957.
