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perceived in years to come; consider every
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Hardy2011
This document discusses digital professionalism in medical education. It notes that as information becomes more easily accessible online and personal and professional identities blur, medical professionals must learn to manage their online presence and disclosures. The document proposes 7 principles of digital professionalism, such as establishing an appropriate online presence, using privacy controls, and considering how actions may be perceived now and in the future. It suggests addressing digital professionalism and literacies explicitly in the curriculum so students are aware of best practices and legal/ethical responsibilities regarding online content and intellectual property.
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Hardy2011
- 1. Digital professionalism: abarrier to open sharing? New competences, or more of the same? Suzanne Hardy Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine Newcastle University
- 2. Digital professionalism • Tobe a digital professional every member of staff who contributes to curriculum delivery, in both NHS and academic settings should be able to identify, model and understand professional behaviour in the digital environment. CC-BY Official US Navy Imagery www.flickr.com/photos/usnavy/5509486066/
- 3. • Information/resources increasinglyeasy to find • Blurring of personal and professional identities online • Increasing need to manage issues of disclosure • Changing public expectations • Misunderstandings of digital spaces • Consequence • Permanence • Lack of understanding of copyright & licencing in online environments
- 4. Digital professionalism inthe curriculum? • Digital professionalism: how we present and manage presence in the digital environment and how that presence relates to professionalism in the curriculum • Professionalism in Tomorrow’s Doctors: www.gmc-uk.org/education/undergraduate/professional_behaviour.asp • No reference to professionalism online: implicit? explicit in your curriculum? Hidden? • Are there any differences?
- 7. WHERE DOES THISAPPEAR? In order to teach peers and students about online presence:
- 8. Information literacy “Information literacyis knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner” Chartered Institute of Library & Information Professionals (CILIP), 2004 www.sconul.ac.uk/groups/information_literacy/seven_pillars.html
- 9. “learners' information literacies are relatively weak butlearners have little awareness of the problem” Beetham et al 2009
- 10. Digital literacy “digital literacydefines those capabilities which fit an individual for living, learning and working in a digital society” Joint Information Systems Committee (JISC), 2011
- 11. “many medical studentsseem 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
- 12. “most learners are stillstrongly led by tutors and course practices: tutor skills and confidence with technology are therefore critical to learners' development” Beetham et al, 2009
- 15. TOWARDS A DIGITAL PROFESSIONALISM:7 PRINCIPLES Rachel Ellaway (2010)
- 16. Principle #1: establishand 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.
- 17. Principle #2: useprivacy 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
- 18. Principle #3: thinkcarefully and critically about how what you say or do will be perceived by others and act with appropriate restraint
- 19. Principle #4: thinkcarefully & critically about how what you say or do reflects on others (individuals & organisations) and act with appropriate restraint
- 20. Principle #5: thinkcarefully and critically about how what you say or do will be perceived in years to come; consider every action online as permanent By Michael Deschenes (Own work) [Public domain], via Wikimedia Commons
- 21. Principle #6: beaware of the potential for attack or impersonation, know how to protect your online reputation and what steps to take when it is under threatEllaway, 2010
- 22. Principle #7: anonline community is still a community and you are still a professional
- 23. TOOLS AND GUIDANCE Howcan we help?
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- 29. consent commons Consent Commons amelioratesuncertainty about the status of educational resources depicting people, and protects institutions from legal risk by developing robust and sophisticated policies and promoting best practice in managing information.
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- 31. Principles 1. Acknowledge thatpatients’ interests and rights are paramount. 2. Respect the rights to privacy and dignity of other people who are included in recordings, such as family members and health care workers. 3. Respect the rights of those who own the recordings and the intellectual property of those recordings, and check and comply with the licences for use. 4. Take professional responsibility for your making and use of recordings and alert colleagues to their legal and ethical responsibilities where appropriate. Email: d.hiom@bris.ac.uk
- 32. Manage risk byadopting good practice • Know how to find appropriately licenced content • Use the most openly licenced content wherever possible • Attribute 3rd party material • Explicitly attribute your own work with disclaimer and licence as openly as possible • Pass on good practice to peers and students
- 33. Make hidden curriculaexplicit • Digital professionalism • Academic practice • Information & digital literacies • Base familiarity Who takes responsibility?
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- 36. Attribution and disclaimer •This ppt file is made available under a Creative Commons Attribution Share Alike version 3.0 unported licence. • Please include the following phrase ‘Suzanne Hardy, UHMLG, 21 June 2011’ • Users are free to link to, reuse and remix this material under the terms of the licence which stipulates that any derivatives must bear the same terms. Anyone with any concerns about the way in which any material appearing here has been linked to, used or remixed from elsewhere, please contact the author who will make reasonable endeavour to take down the original files within 10 working days. • www.slideshare.net/suzannehardy/
- 37. 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 • 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. • Mostaghimi,A., Crotty, B.H., “Professionalism in the digital age” Annals of Internal Medicine 19 Apr 2011;154(8):560-562.
Editor's Notes
- #2 Slides used at UHMLG conference 21 June 2011, Southampton.
- #3 Just as we expect students and junior staff to model professional behaviours in real life, we need them to do the same in the digital environment.
- #6 In one respect Its about assessing and managing risk
- #7 Managing risk and encouraging good practice Plagiarism well understood Refencing and citation = but that what about acknowledging sources in teaching materials? Where did that image com from? Whose is it? What are the barriers to adopting good practice in learning and teaching? And who is responsible for ensuring we do the best we can?
- #9 Something missing An assumption of skill/competence/familiarity
- #10 LliDA report
- #11 This was the wording from a recent JISC digital literacies call
- #13 No point in blocking social networking sites, or in discouraging natural behaviours – students have to be students as the GMC itself points out Which presents us with somewhat of a dichotomy
- #14 Think of job applications – should we be testing all new staff? IT and clerical staff are tested for their ability to preform the tasks required of their job. Should we make academics carry out an information retrieval exercise? Should we make them do a blog post or Tweet something? Networking and collaboration are essential to teaching, research and personal development. Is it acceptable to push social media to one side? Thinking about UKOER – the most successful projects seem to be the ones who engage fully with social media…. Do we tacitly accept that when an applicant says they use social media, that they actually do? As a personal tutor, do I eally need to know HOW to change privacy settings on Facebook? Whose job is it? Are these basic things part of, underpinning information literacy?
- #15 Base level – understanding Then can move on to developing skills and competences Then enabling the individual to act professionally But information literacy often the only place it is formally addressed, and then siloed into library skills – and as we heard yesterday, students seem unaware of whay they are learning these skills
- #23 This raises some interesting points – IS there in fact a difference? We had an interesting debate on Twitter a couple of weeks ago which led to a longer Skype discussion between me, Natalie Lafferty at Dundee and AnneMarie Cunningham at Cardiff, who argued that Uni and NHS policies and procedures can already cope with this, which they may very well be able to do, but enacting good practice and offering guidance with the addition of permanence is challenging.
- #30 SH We would like to propose a consent commons to work alongside or with creative commons as a way of demonstrating due diligence in dealing with issues of consent and using patient data sensitively in learning and teaching with specific reference to being able to share.
- #35 On the website you can find reports, the toolkit – version 3 will be significantly better in terms of the single interface, and available in November 2010. You can find information about OER2, PORSCHE and ACTOR projects, and find an increasing number of case studies – about 10 so far, though we have done about 60. Do get in touch with us and follow us on Twitter…..
- #36 Thanks for listening….. NOTES Chair of TEL strategy development group at DH is Dr Stuart Charney – elearning simulation and other tel systems. National eLearning Portal Kate Lomax: www.elearning.nhs.uk Forthcoming workshops on copyright and elearning – nb contact kate and see if collaboration useful Is the search on the readiness toolkit available to build services on top of? E.g does it have RSS? Elearning developers network – consent commons? CoP. Resources loads of useful stuff there. NLMS Jo Sidebottom