SHCR Review 2015 - Appendix 4 Real-time Insights

1 | S H C R i m p a c t r e v i e w – A p p e n d i x 4
The School for Health and Care Radicals:
what impact has it had?
Appendix 4: Real-time insights into the
SHCR
Stella Martorana, CIPD

Contents
Note.........................................................................................................................................................2
Introduction ............................................................................................................................................3
Facebook group.......................................................................................................................................3
Group activity over time....................................................................................................................12
Perceived value of the school................................................................................................................15
Realise the value of relationship .......................................................................................................17
Resilience ..........................................................................................................................................17
Energy ...............................................................................................................................................17
Technical aspects ..................................................................................................................................18
Conclusion.............................................................................................................................................19
References.............................................................................................................................................20
Note
This appendix forms part of the review of the 2015 School for Health and Care Radicals run by NHS
Improving Quality. The review was conducted by the research arm of the CIPD between November
2014 and September 2015. The main report, which presents an overview of the findings, is also
available.

Introduction
The School for Health and Change Radicals is a free virtual learning programme for change activists in
health and social care. The 2015 programme contains five modules over five weeks covering the
following themes
Module 1. Being a health and care radical: change starts with me (30th January)
Module 2. Building alliances: forming communities for change (6th
February)
Module 3: Rolling with resistance (13th
February)
Module 4: Making change happen (20th
February)
Module 5: Beyond the edge; what now? (27th
February)
Modules are presented in webinars taking place on Friday every week and are complemented by
learning materials, volunteer coaches/mentors, hub activity and regional school days, Tweetchats and
online discussion on a Facebook group open to members only.
Early statistics from the 2015 school show a high level of take up and active engagement.
Nearly 5,000 enrolees in 2014 & 2015
2015: #SHCR: 20,786,339 impressions across 14,288 tweets
@School4Radicals: reached 35,044 unique twitter accounts and had 1,686 followers
24,551 views of school materials, including attendees on live webinars.
426 members of the SHCR Facebook group
This report forms part of the second phase of the CIPD hindsight, insight and foresight review of the
SHCR. It captures participants’ ‘real-time’ reflections on the school as they took part in it.
This insight was gathered through social interaction on the SHCR Facebook group, which was set up
the 13th
January to enhance the learning experience, facilitate knowledge sharing and networking.
To date (1st
April 2015) it counts 426 members. Further data on this community is provided in the
following sections.
Facebook group
The Facebook group counts 426 members to date (1st
April 2015).
In order to explore its structure and activities, we combined quantitative and qualitative research
methods and used different software to support our analysis.
Our methods included data extraction though the app Netvizz, which helped us identify gender and
Facebook local of group members but not the interaction because of API issues.
Data related to group activities were extracted and analysed through NodeXL, a free, open source
excel template to explore network graphs and extract data related to posts and activity in the group.
Further insights on the group such as social network metrics and data visualisation were produced
with Gephi, an open-source network analysis and visualisation platform particularly used for big data.
With regards to our qualitative research, this was based on the real-time analysis of posts in the news
feed of the group. The software NVivo 10 was used to support content analysis of the data.
The research team posted open questions on the Facebook page and followed up participants’
existing posts with probing questions. Participants were informed and reminded in such posts that
their comments would form part of the SHCR evaluation. For example:

“Great to see so much social media activity on day 1 of the school. As part of our
ongoing evaluation of #SHCR we'd like to understand how & why each of the
modules resonate with your experience. What did you find useful in Module 1
today? Some posts on this already, but tell us more! How has your thinking
changed from what you heard and what are you still grappling with? And most
importantly, are you planning on doing anything differently? Please share your
thoughts!” Jonny Gifford, CIPD
The report focuses on three areas. Primarily, we explore the structure of the network. We present
descriptive statistics, overall network metrics (no. nodes, edges), rankings (betweenness centrality)
and other main metrics that will be described in the following section. We also provide a network
graph illustrating the structure of the group.
Secondly, we focus on the value perceived by people doing the programme. It is not possible to
demonstrate that these perceived benefits are transferred to real-life situations but they do give us
insight into the perceived value, uses and benefits of the school and will guide our questions in latter
parts of the evaluation. We structure this part of the report according to the themes that emerged
from the content analysis.
Finally, we summarise comments on technical aspects of the school such as session times, Webex and
Youtube recordings.
The network structure
Gender
322 women
98 men
6 gender undisclosed.
Fig. 1 Gender of Facebook members
Facebook Local
‘Facebook local’ is the language chosen by users. This is selected by the user upon registration to
Facebook and can be changed at any time in the ‘general setting’ tab.
The qualitative analysis of posts allowed us to identify many Australian people active in the group.
They are likely to fall into the category ‘en_US’ or ‘en_GB’. In this case the variable ‘Facebook local’ is
clearly insufficient to identify the country where members are living or their nationality.
76%
23%
1%
women
men
undisclosed

Fig. 2 Facebook local of members
Table 1. Facebook local of members
n. group members Facebook local
1 da_DK Danish
226 en_gb English, GB
184 en_US English, US
1 es_LA Spanish
2 fr_FR French
3 it_IT Italian
1 lv_LV Latvian
1 nb_NO Norwegian
3 nl_NL Dutch
4 sv_SE Swedish
tot = 426
Active members
62% of Facebook members (263 people out of 426) have been active at least once. This means that
they engaged at least once in one of the following activities: writing a post/comment or simply put a
like to someone else’s post. The ones who did not write any comment but liked posts are 106.
The remaining 38% have been inactive.
In the part of the report where we present the network structure and the main network metrics, we
will exclude any relationship created by “likes” and will narrow our attention to individuals who wrote
comments/posts. These are 156 people which equals to 37% of group members. This result is aligned
with the findings of our literature review (please see phase 1 report) according to which not all
MOOCs participants engage in activities.
The following activities have been detected.
• 240 posts
• 918 comments
• 1664 likes (this excludes likes to comments which cannot be tracked)
Edges = 31344
Edges represent interaction between users and define the size of the network. Below a list.
• Co-commenter = 8917
• Co-liker = 10694
• Commented post = 918
• Consecutive commenters = 8916
2%
54%
44% Europe, various
English, GB
English, US

• Created post = 232 (68 people wrote posts, which equals to 16% of group members)
• Liked post = 1664
Comments to posts
The total number of posts is 240 but not all of them generated discussions. 162 posts did and
generated 918 replies in total. They were written by 150 people which equals to 35% of group
members. The number of comments on a post ranges from 1 to 89.
Below we present the most engaging posts sorted by number of replies.

Post Content Time Total
Likes
Total
Comments
I'm pondering over my #NHSChangeDay action for this year. I'm really passionate about
continuing to support change agents / radicals to continue in their amazing work, but I wanted
to run an idea past you first.
My understanding is that what is really missing for these people (like you) is the emotional,
psychological and relational support to (a) start the change and (b) continue, despite
resistance. The change tools / methodologies / theory is all out there, but who do we have to
turn to, bounce ideas off and listen to us when it gets tough - or we just need some peer
support?
That's my idea. A network of people who all want to be part of a people platform for catalysing
change (name TBC!). We could hold webinars, chats, exchange visits, Skype calls, have a FB
page / forum etc. It isn't in competition to the School (that's my day job!), it is to enhance it.
Before I go any further in developing this - what do you think?
2015-02-
14T13:20:44+0000
16 89
The truth is in there... Let's get the SHCR Playlist started!
I like the idea of a "playlist for radicals."
When you're feeling upbeat, music can fan the feeling from a spark to a flame, raise you higher
to soar like an eagle until nothing can compare 2 U and you feel like you're into something
good. You'll rise up to the challenge of your rivals, they ain't seen the best of you yet.
And when you come up against another brick in the wall or you feel you're taking one step up
and two steps back, don't worry about a thing because songs can help you look for the hero
inside yourself. So pick yourself up, dust yourself off and start all over again - oops there goes
another rubber tree plant!
Now tell me what you want, what you really really want. Join the discussion here or using
#SHCRplaylist on Twitter, and they'll be put on the SHCR Spotify list :)
2015-02-
05T12:00:12+0000
15 44

Likes
Total
Comments
I'm still thinking about the troublemaker/ rebel continuum, and wondering if we nearly have to
start off towards the 'troublemaker' end...motivated by something that bothers us personally,
inspired by negative emotions and unable to see what we can do about it? The 'alone', 'other'
and 'disempowered' feelings are particularly relevant when a patient/ family member-
outsiders almost by definition.
Hmm. More space to ramble here than on twitter- that may not be a good thing ;)
2015-01-
31T10:00:09+0000
14 39
Hello everyone - have any of you set up or joined a learning group since last week? We would
love to put up a list of new groups in the WebEx tomorrow so if you know of a School group,
please could you let us know about it? Many thanks.
2015-02-
05T18:51:41+0000
2 36
Greetings and welcome to this week's new members. I hope you will feel free to ask questions,
seek support, build alliances, let us know about great stuff you are doing and engage in
conversations with other radicals.
To get the conversation going, what's the most radical thing you did last week?!
2015-03-
09T10:01:04+0000
5 20
Hello, you radical things.
Now you've had your final injection of anti-stasis inspiration that was Module 5, you're
doubtless thinking ahead to how you can apply the defibrillator to your organisation's change
system, or perhaps massage the stiffness out of decision making procedures...
As I've mentioned before, we're reviewing the SHCR and want to hear what worked well for
you in the school and what you struggled with - either with the theory & content or with
technical aspects like accessing materials - and even more importantly, what value the school
represented to you, how your thinking's changed, what you're going to do differently. We're
conscious that the learning doesn't stop here! Hopefully you'll be doing your final 'homework'
reporting on impact for the end of March. This will be of great help to the review.
But as you go back to the materials, as you continue to reflect, as you get new insights from
contacts you've made, as you learn from experimentation... if you also want to share stories,
2015-02-
27T16:57:44+0000
9 19

Likes
Total
Comments
examples, changes, light-bulb moments with us - either here on FB, or directly, that would be
great.
I would like to share some PDSA notes with you ref: Module 1 tweet chat today. Would
welcome your comments & contributions please!
Aims:
Make tweetchats user-friendly, engaging & change orientated helping student move swiftly
from pre-contemplation to active change stage
How will we know we have achieved it?
- increased engagement,
- more explicit change related tweets e.g. "I will..."
- positive feedback from participants (to be asked during tweetchat)
This will be achieved by:
- less cerebral 'thinky' questions & more action 'doing' questions that help people move from
contemplation to decision to active change
- less questions: 3 is max!
- less jargon
- prepare definition tweets to help those who may not associate with the language / concepts
- perhaps ways for different kinds of learners to engage? (Ideas?)
- embed Twitter tool into website to enable people to engage in Twitter chat that way (may
attract more - seem less scary)
2015-02-
04T19:20:30+0000
3 18
Welcome to all new members! I hope you enjoyed today's module. Please do post your
thoughts, reactions, ideas, suggestions, and connect with one another.
2015-01-
30T11:10:33+0000
17 18
Great to see so much social media activity on day 1 of the school. 2015-01- 7 17

Likes
Total
Comments
As part of our ongoing evaluation of #SHCR we'd like to understand how & why each of the
modules resonate with your experience. What did you find useful in Module 1 today? Some
posts on this already, but tell us more! How has your thinking changed from what you heard
and what are you still grappling with? And most importantly, are you planning on doing
anything differently?
Please share your thoughts!
30T16:15:07+0000
Can radicals survive in this environment? I would love your views ... 2015-02-
08T16:49:37+0000
25 16
Hi everyone
I'd really welcome your advice. We're organising a wide dementia event in June to share good
practice across the region. I had a bit of a lightbulb moment yesterday when I was watching
Module 1 again. At previous events we've focused very much on the 'what to do' - tool kits,
approaches from different areas etc. I'm keen to bring in a balance of transformational learning
to engage people's emotions and increase capacity in the 'how'. Any thoughts on how to do
2015-02-
11T10:08:23+0000
5 16

Likes
Total
Comments
this? Patient/carer stories is about as far as I can get so any ideas much appreciated! New
territory for me!
Many thanks

Group activity over time
The graph below depicts the group activity, in terms of number of comments and posts, since the
group was set up, the 13th
January, in coincidence with the webinars (3 Jan; 6 Feb; 13 Feb; 20 Feb;
27Feb) and until the 1st
April 2015.
It is clear that the activity had a rise when the course started, in particular the number of comments
had a steep increase in coincidence with the first webinar. The activity decreased in the following
weeks to increase once again in coincidence with the end of the course.
As we aim to capture real-time reflections concerning the group we considered only data up to the 1st
of April but the group is still active and more people are writing posts and comments.
Fig. 3 Number of comments and posts from 13 January to 1 April 2015
Social network analysis: main metrics and graph diagram
To create a visual representation of the network, we extracted data concerning participants and posts
(vertices) and connections (edges).
Edges represent interaction between users such as co-commenter, co-liker, commented post,
consecutive commenters, created post, liked post. For a complete list of edges detected in the
network please see previous paragraph titled ‘edges’.
Before presenting the findings of our analysis please note the following points
Interaction represented by “likes” has been excluded
Inactive members of the group have been excluded because the main metrics are designed
for connected components. Therefore we considered only 157 members (vertices). This
23
51 55
21 23
67
48
279
179
137
60
215
0
50
100
150
200
250
300
posts comments

number was obtained by subtracting the number of individuals who only liked posts (106) to
the total number of ‘active’ people (263).
The metrics calculated are the following
Vertices = 157
Edges = 3227
Betweness centrality. We provide an indication of these values in figure 4.
Average degree = 20.5
Modularity = 0.31
Average path length = 2.04
Graph density = 0.14
Network diameter = 5
To produce a clear visualisation of the Facebook group, we laid out the graph using the algorithm
“Force Atlas” that pushes the most connected hubs apart from each other and positions nodes
connected to them in clusters around the hubs.
The centrality measure we calculated is “betweness”. Centrality measures offer an indication of the
social power of a node and betweness in particular reflects “the extent to which a node lies between
other nodes in the network” (Wasserman, Faust, 1994:9). Nodes with the highest values appear on
the shortest path between any two randomly selected nodes in the network.
In figure 1, the size of the nodes has been adjusted by betweness centrality. Pip Hardy emerges as the
individual responsible for connecting different individuals or subgroups together. This reflects her
formal role as she is the Facebook group owner and main moderator.
Modularity calculations allowed us to identify clusters of nodes more densely connected together that
with the rest of the network. If we look at figure 4 we will see two clusters coloured in blue and red.
These two main groups include 71.34% (blue) and 21% of the nodes respectively.
The average path length is the average of the distances between any pair of nodes in the network
(Wasserman, Fraus, 2004). This value is 2.04, in other words clusters are well connected.
The average degree is 20.554 which means that on average a member of this group is Facebook friend
with other 20 people who are also part of this group and this is a pretty good result.
Clustering is 0.7 (min=0; max=1). This is the degree to which nodes in the graph tend to cluster
together (ibidem).
Graph density is 0.132 (min=0; max=1). This value is relative to the maximum number of edges
(connections) in the group. In other words, a dense graph is a graph in which the number of edges is
close to the maximal number of edges. As highlighted by Wasserman and Fraus (1994:84) the
distinction between sparse and dense graph is vague.
In figure 4 we see the general structure of the network of active people.

Fig. 4 Structure of the SHCR social network on Facebook

Perceived value of the school
In this section we present the results of our qualitative research, based on code analysis of posts
published in the Facebook group from the 13th
January to the 13th
March. We structure this part of
the report according to the themes that emerged from the content analysis.
Aligning with a shared purpose and mission is a central theme in individual posts and conversation
threads, frequently intertwined with other outcomes identified in the CIPD impact model (see
Appendix 2) such as ‘encourage and support others’ or ‘realise the value of relationships’.
“Fantastic being part of this global movement. I think this is the key one for me, and learning how to
support others to believe the same.” SHCR participant
“I'm happy to learn there is such an amazing community building up the positivity of all the things we
CAN do to impact health and care beginning at the personal level. Such a strong believer of this
concept and the energy built by the collective belief in improvement WILL manage to get it done!”
SHCR participant
Self-awareness is another dominant theme, emerging in post spontaneously written by students but
also stimulated by prompts such as images and quotes. The post below is a self-reflection of a group
member that turned tacit knowledge into explicit understanding of factors playing a role in the
success of a ‘rebel’ project.
“Reflecting on troublemaker vs. rebel. At one of my placements I challenged a case, so my mentor just
called me a troublemaker in the most positive sense. And I liked this. But now I think somewhat
differently. Looking back, I do not think that I was a troublemaker. I think I was a rebel unconsciously,
in this case, who was passionate about a young boy's care. I was optimistic as I saw the possibilities of
better outcomes for him. My mission-focused approach created a team around the child. The team
then generated even more energy and attracted other professionals. In the end, together we
provided this young boy and his family with better care. But I had an excellent mentor, quite possibly
a rebel himself, who supported me and let this happen. I aim to turn this unconscious process into a
conscious framework.” SHCR participant
Online posts and images can stimulate debates around a topic and facilitate reflection and self-
awareness. The Facebook group becomes a supportive space where people can experiment with the
new things learned and embed knowledge of new methods in their actions. This gives students the
opportunity to do some practice with new concepts, in other words it increases the odds of new
behaviour display (Rogers, 2003). Figure 1 shows a post that resonated with several students,
stimulating self-reflection and facilitating resilience.

Fig. 5 Facebook post
Encouraging and supporting others runs as a thread in many conversations. It can be identified in
specific posts if the unit of analysis is the individual but it is better depicted by entire conversation
threads where a person shares his thoughts or experiences and other members reply with
encouraging comments and support.
“I'm hoping to keep in touch with some other radicals so we can inspire one another, share ideas,
help 'troubleshoot', and support the times when being a radical is a bit tough” SHCR participant
“I am a speech & language therapy undergraduate with a year to go before qualifying and it has been
so encouraging to know that there are people like the SHCR grads out there making things happen.
The news about the NHS is often so discouraging that I sometimes wonder whether there is going to
be anything left worth joining this time next year, but you have all shown me that the future is
brighter than it might at times appear. Thanks!” SHCR participant
Knowledge of change methods is combined with encourage and support. Facebook members not only
discuss the content of the module but frequently want to share their experiences, hear new ideas and
seek peer support.

“We are just starting a service development to improve our community learning disability teams, and
save money. It had started in a very traditional way but using what I have learnt it has just been
agreed that I can set up a supporting group of change agents and engage staff in different ways. Very
excited by this but looking for support. Doing a RCT today.” SHCR participant
Realise the value of relationship
Understanding the value of relationships is one of the main learning objectives of the school, which
run a dedicated module for it (‘Building alliances for change’) even though the importance of others
and their appreciation runs as a thread throughout the course
“I understand that effective change doesn't happen from the top-down anymore (if it ever did), but I
assumed that personal dynamism and a sense of get-up-and-go was enough to make things happen.
Maybe it's enough to get things started, but I now understand that change will always be limited in its
scope and impact if one doesn't at the same time seek to build networks and relations with like-
minded people. So, yes: a day of revelation for me!” SHCR participant
“I keep thinking about how the power of network and relationships is greater than the power of
hierarchy.” SHCR participant
Resilience
Many posts contain the theme resilience, describing episodes and stories where individuals struggled
with achieving their change objective because of external barriers. One student wrote ‘change is
bloody hard…but bloody marvellous when it starts to come together’.
In this context, resilience emerges as the ability not to rely on contextual factors, often negative, but
to persist in the change activity despite of them. There is a linkage with the social identity provided by
the group, in other words the intermediate outcome ‘support and validation through network of
peers’ becomes salient. Individuals define themselves in terms of group membership (Radical Change
Agents) and this provides them with motivators independent from the immediate context.
“I will feel more confident advocating for the change I want to see and believe in and not focus on
how I may be judged in the system. I'm well enough into my career to not be concerned with career
limiting moves and experienced enough now to trust my gut and rock the boat!” SHCR participant
“I guess what I'm saying is that as radical change agents we should not be seeking out external factors
for validation or motivation!” SHCR participant
Energy
The posts below are exemplifications of the positive and energising effect attributed to social media.
“I think the conversation over the weekend has helped to embed the ideas, with all these great
additional viewpoints layered on and offering a breadth of perspectives. I've never experienced a
learning experience like it that feels so vital, so immediate, so full of energy!” SHCR participant
“Such a great experience to be building something together in real-time. And then that energy leaked
back onto the chat group that ran contemporaneously with the presentation” SHCR participant
The different activities going on and the use of different platforms stimulated energy and excitement
but need to be followed by quiet moments and spaces where people can reflect and assimilate all
new learnings, as illustrated in the below posts.

“I found the live webinar a bit frenzied but there are so many ways to review and reflect on the
course material that this is not a failing. Instead I try to immerse myself in the energy and worry about
what I might have learnt when things are a little quieter” SHCR participant
“Can someone please put time on pause for a minute? I’m inspired by all this, but am having trouble
reading all I want to in the time between Fridays! After doing the 2nd module live, I have felt really
excited.” SHCR participant
Overall, participants who are active on Facebook value positively the integration of learning activities
with online networking.
“Judging by the animated and wide-ranging debate that has been taking place pretty much non-stop
since Friday, and that has been thriving especially over the weekend, I'd say the networks and social
interaction are invaluable. They provide a safe space for us as a group to reflect on, help one another
with, and work through the material that we heard presented on Friday. I would, therefore, say that,
for me, the effectiveness of the two learning modes are indissociable and complementary.” SHCR
participant
Technical aspects
According to many students the live webinar should be moved to another day and time because
Friday is a busy day, especially for Medical students. The alternative offline sessions (Youtube
recordings) are valued positively by most participants.
“I’m a members of the 2015 school but sadly I have not been able to take part in the live sessions, but
have thoroughly enjoyed playing catch-up” SHCR participant
“I haven't taken part in live sessions either, but feel the catch up option is almost as good. At least I
don’t have to worry about my super slow broadband frustrating me during a live session!” SHCR
participant
Some participants suggested to show photo of speakers in the Youtube recordings however also the
live sessions show the main speaker only.
“Any chance the presentation for the next module could include photos of each of the presenters?
They wouldn't have to stay up for long, but I do find it personalises things a bit more”. SHCR
participant
Those less familiar with the concepts discussed during each module would like to access introductory
materials before the webinars; this suggestion has already been accepted and implemented by the
School.
“I have already made a few comments for those of us who don't have academic or medical
backgrounds many of the cohort do, mainly around the value of getting an overview of the next
module so that those of us who find focusing on both presentation and the chat window a bit of an
overload if we are coming to the subject cold.” SHCR participant
Some felt that downloading and printing materials should be made easier as highlighted by a number
of participants who struggled doing this.
“You can download the guides and print them. Took me a while to work out the button for that was
off the bottom of the screen, had to scroll down on the main bar on the right of the screen to see it,
not the document itself (in Internet Explorer)” SHCR participant

The integration of social media such as Twitter and Facebook in School activities received
contradictory feedback. The Facebook group counts only 400 members and the active ones are much
fewer.
“I don’t belong to Facebook. I find it a bit annoying that it plays such a central role in the School. I
understand the role of social media, but also like to have some privacy for my personal life. I will join
Twitter as I am curious and it allows me to maintain my sense of privacy.” SHCR participant
“Found the whole (tweet) chat a waste of my time, left isolated and bemused, lacking any real
direction! I see lots of promise and potential here so keep at it, but please work on taking me with
you, I just didn't get either the mechanism of Twitter at the technical 'how to' level, nor the value of it
to me as a change agent - felt like glamour over substance.. Where does one go to even understand
what a Twitter chat is, how to interact with it and etiquette and the like? Then make doubly clear in
plain English where one find what is to be the subject of the chat. The provided signposting left me
cold and abandoned. […]I just missed the essence of the value proposition of the chat.” SHCR
participant
The complaints made around Twitter have been welcomed by the School, which published a
Tweetchat top tips in response (what is Twitter; what’s the purpose, practical recommendations). The
availability and visibility of this document is highly recommended for future courses as well.
Also Webex chats attracted both criticism and enthusiasm, with some participants saying ‘… there
were so many of us. Would you be able to enable the private chat facility this might help’ and others
commenting ‘such a great experience to be building something together in real-time. And then that
energy leaked back onto the chat group that ran contemporaneously with the presentation’.
Overall, these findings highlight the value of a range of channels for interaction to suit diverse
participants.
Conclusion
This report focused on themes emerging from the social interaction in Facebook and included
comments on technical aspects of the school such as session times, Webex and Youtube recordings. It
also explored the structure of the social network and provided a graph diagram of it.
The main themes emerging from our code analysis are listed below.
Align with a shared purpose and mission
Encouraging and supporting others
Knowledge of change methods
Realise the value of relationships
Resilience
Energy
In conclusion, the SHCR Facebook group is a supportive space where people experiment with new
things learned and embed knowledge of new methods in their actions.
Online posts and images stimulate debates around a topic and facilitate reflection and self-awareness.
This gives students the opportunity to do some practice with new concepts, in other words it
increases the odds of new behaviour display (Rogers, 2003).

In fact, Facebook members not only discuss the content of the module but frequently want to share
their experiences, hear new ideas and seek peer support. Content shared online resonates with them,
stimulating self-reflection and facilitating resilience.
From a technical point of view, a number of participants, in particular medical students, suggest
moving the live webinar to another day of the week due to work and study commitments.
Those less familiar with the concepts discussed during each module would like to access introductory
materials before the webinars and the school has already accepted and implemented their
suggestions. This shows the responsiveness of the team and the value of live chats and Facebook.
Overall, the integration of learning activities with online networking is valued positively by active
members of the group and in order to suit diverse participants we highlight the value of a range of
channels for interaction.
References
ROGERS, E.M. (2013). Diffusion of Innovations. New York: Simon & Schuster International
WASSERMAN, S., and FAUST, K. (1994). Social Network Analysis: Methods and Applications.
Cambridge. ENG and New York: Cambridge University Press

SHCR Review 2015 - Appendix 4 Real-time Insights

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