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.
Being informed about digital divide issues will help the E-Learning instructors and program administrators design practical instructional activities to support learners’ needs and make online learning accessible and rewarding for everyone.
What are the benefits of performing an internet education system? Is the system dangerous for students and teachers, or it will give them a lot of benefits? What application and website that useful for students and teachers? Here I explain.
Slides to webinar on Digital literacies in the open course Open Networked learning #ONL162 https://opennetworkedlearning.wordpress.com/topics-and-activities/overview-and-shedule-onl-162/
Being informed about digital divide issues will help the E-Learning instructors and program administrators design practical instructional activities to support learners’ needs and make online learning accessible and rewarding for everyone.
What are the benefits of performing an internet education system? Is the system dangerous for students and teachers, or it will give them a lot of benefits? What application and website that useful for students and teachers? Here I explain.
Slides to webinar on Digital literacies in the open course Open Networked learning #ONL162 https://opennetworkedlearning.wordpress.com/topics-and-activities/overview-and-shedule-onl-162/
As consumers we have different priorities when making purchasing decisions. For example, when buying a new car we will all consider different elements important (safety, price, large boot, etc.) So when people "buy" a new job from a company their purchasing decisions are equally as unique and personal e.g. the company brand, the salary, the location, culture, etc. Some are more focused on the facilities and technology available.
Essentially, the Employment Value Proposition (EVP) is the compelling reason to join a company. EVP encompasses both Employer and Employee Value Proposition. The key thing is, that the EVP should be ongoing and not just something to be considered at the stage of attraction.
Travels from Tokyo to Kyoto and beyondNick Jackson
Award-winning British landscape and nature photographer Nick Jackson leaves his native London to absorb the bright lights of Tokyo and travel east across Japan to Mount Fuji and Kyoto - aboard the infamous bullet train.
You Are What You Tweet - Physicians, Professionalism, and Social MediaDavid Marcus
A brief intro to social media and discussion on the way that GME educators should approach SoMe. Delivered at the Lenox Hill Hospital GME Sub-Committee Retreat on March 31st, 2016.
College Health 2.0: Utilizing Social Media and Interactive Technology to Enha...vaughn7
This is the presentation made at the 2009 ACHA Annual Meeting in San Francisco by Lindsey Bickers Bock, MPH (Duke), John Vaughn, MD (Ohio State) and Michelle Burtnyk, MPH (Simon Fraser).
What is the purpose of a digital citizenship program? Who is the audience in schools - teachers, parents, students? This presentation looks at some of the research and discusses the factors to consider when developing a digital citizenship program for your school.
Rules and regulations concerning social media and data protection and recommendations for teachers - A Danish perspective and guidelines from the Council of Europe
Further mutations of the health librarian: implementing an Academic Skills St...
Hardy2011
1. Digital professionalism: a barrier 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
• To be 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 increasingly easy 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 in the
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?
5.
6.
7. WHERE DOES THIS APPEAR?
In order to teach peers and students about online presence:
8. Information literacy
“Information literacy is 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
10. Digital literacy
“digital literacy defines those capabilities
which fit an individual for living, learning and
working in a digital society”
Joint Information Systems Committee (JISC), 2011
11. “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
12. “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
16. 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.
17. 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
18. Principle #3: think carefully and critically
about how what you say or do will be
perceived by others and act with
appropriate restraint
19. Principle #4: think carefully & critically
about how what you say or do reflects
on others (individuals & organisations)
and act with appropriate restraint
20. 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
By Michael Deschenes (Own work) [Public
domain], via Wikimedia Commons
21. 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
threatEllaway, 2010
22. Principle #7: an online community is still a
community and you are still a professional
29. consent
commons
Consent Commons ameliorates uncertainty 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.
31. Principles
1. Acknowledge that patients’ 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 by adopting 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 curricula explicit
• Digital professionalism
• Academic practice
• Information & digital literacies
• Base familiarity
Who takes responsibility?
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
Slides used at UHMLG conference 21 June 2011, Southampton.
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.
In one respect Its about assessing and managing risk
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?
Something missing
An assumption of skill/competence/familiarity
LliDA report
This was the wording from a recent JISC digital literacies call
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
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?
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
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.
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.
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…..
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