amee 2013 foamed workshop

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  

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  

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.  

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.  

SeGng  the  scene  

hWp://www.flickr.com/photos/sookie/31219031/  

 TECHNOLOGY  IS  DRIVING  

Any  4me,  any  where,  any  place  

LEARNING  

Changing  how  we  work    

“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  

Free  Open  Access  Meduca4on    #FOAMed  

hWp://lifeinthefastlane.com/foam/  

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

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  

                                                         Suppor4ng  #FOAMed  

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

ACTIVITY    

Are  you  using  #FOAMed?  

It’s  all  about  the  learning    not  the  technology!  

hWp://www.flickr.com/photos/toolstop/4546017269/  

   Don’t  lose  focus  …      Don’t  be  dazzled  by  the  technology  

Paradigm  ShiQs  in  EducaRon  

Knowledge  reten4on    

Knowledge  crea4on  

and  cura4on  

vs  

Paradigm  ShiQs  in  EducaRon  

Acquisi4on  of  knowledge  

vs  

Selec4on  +  evalua4on  of  informa4on  

Learning  =  

Learning  =  

Paradigm  ShiQs  in  EducaRon  

Instruc4ng/  provision  of    informa4on  

vs  

Mentoring  Facilita4ng  Coaching  

Teaching  =  

Teaching  =  

Paradigm  ShiQs  in  EducaRon  

vs  

Behaviourism  

Construc4vism  (social  +  cogni4ve)  

http://www.flickr.com/photos/cpjobling/5067090661/sizes/l/in/photostream/

theories

have to do with #FOAMEd?

What do

par4cipa4on  

learning  

prac4ce  

Medical  Educa4on  

http://www.flickr.com/photos/aslanmedia_official/6292167103/

Free Open Access

http://www.flickr.com/photos/26036894@N03/4856561276/

Some  defini4ons…  

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)  

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)  

http://www.flickr.com/photos/lilahpops/2203549884/

Social  Learning  Theory  

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

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  

•  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  

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

http://www.flickr.com/photos/8007281@N08/3259845278/

Develop a teaching & learning toolkit"

http://www.flickr.com/photos/ianinsheffield/5611248212/in/photostream/

Personalisation - Use what’s best for you

Case  study  1:  #fluscenario  

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  

The  challenge  

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

The  solu4on?  

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

#fluscenario  

•  Online  •  Done  in  Private  Study  •  Using  familiar  social  media  

•  Low  input  required  from  staff  •  Peer  support  

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  

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)  

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  

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  

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?  

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  

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  

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  

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.  

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.”  

“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.”  

View  from  the  outside  

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  

Get  involved!  

Next  run  will  be  November  2013  

#fluscenario  @DundeePublicH  

Case  study  2:  #quclms  

UCL  Medical  School    

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?

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?

Social  learning  theories      Vicarious  learning  

why?

why? Beyond  reach    of  learner  

Zone  of  proximal    development  

Learner  can    do  unaided  

Scaff

olding  

peers  

experts  

Vygotsky  

sd  data

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”  

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    

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  

sd  data

Join  us  in  September!  

@drlaurajane  @ACMEatUCL  

@quclms  

www.quclms.com    

Ethics,  governance,  confidenRality    &  professionalism  

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...  

Being  professional  online  

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

The  Lying  Down  Game    

***

DefamaRon     Breach  of  confidenRality  

Doctor-­‐paRent  boundaries  

Wrong  privacy  seGngs  

Public  vs  private  

Reasons  for  ge�ng  into  trouble  

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?  

A  few  more  FOAMed  examples  

gmep.org  

Global Medical Education Project

hWp://www.pediatriceduca4on.org/  

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

http://gasclass.wordpress.com/"

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

hWp://teamhaem.wordpress.com  

hWp://boringem.org  

#BlueJC  

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

#FOAMed  Community  

Sta4s4cs  from  symplur.com  

Conversa4ons  curated  on  symplur.com  

Search  for  #hashtags  on  symplur.com  

Cura4ng  FOAMed  Resources  –  Scoop.it  

ACTIVITY    

How  could  you  use  #FOAMed?  

http://www.flickr.com/photos/cascadianfarm/5277978788/

Dip  your  toe  in  the  water  ...      Explore  and  learn  together  

Join  the  conversa4on  

 QuesRons  

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