digital professionalism 2011
DESCRIPTION
Overview of the supposed Net Generation, and Digital Professionalism. Set in the context of medical education, with a proposed curriculum infused in medical school. Presented at CCME 2011 and AMEE 2011. Made available under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.TRANSCRIPT
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When the Digital Interrupts!
Net Generation and
Digital Professionalism in Medical Education
Janet Tworek, PhD Cand
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No industry affiliationNo preferred platform
Disclaimer
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Overview
Is there a Net Generation?
Digital Professionalism
Education, Technology & Clerkship
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Is there a Net Generation?
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Barron, 2004; Caison et al, 2008; Hargittai, 2008; DiMaggio, Hargittai, Celeste, and Shafer, 2004; Meng et al, 2010; Parasuraman, 2001; Slater, Crichton and Pegler, 2010; Statistics Canada, 2009; US Bureau of Commerce, 2010; US Statistics Branch, 2010; Warschauer, 2000
• Attitudes• Career cycle • Gender• Geographic location • Educational achievement• Economic (“digital divide”)• Net Neutrality
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Student Experience
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In which ways do you expect learners to be
Net Gen learners?
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DIGITAL PROFESSIONALISM
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We allow ourselves tobelieve learners can and should follow the NetGen model
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We allow our learners to believe and then try
to fulfill the NetGen model
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Consumerism as a driver
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We view the digital as transient when it is permanent
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“Manage your brand”- Gary Kovacs, CEO Mozilla
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We both require and disregard the digital
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We educate for some but not all
digital
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Reactionary Approaches
• Regulations and sanctions • Discipline and punishment • “Do the right thing”
Bonilla-Warford, 2011; Chretien, Greysen, Chretien, and Kind, 2009;Farnan et al, 2009; Kind, Genrich, Sodhi, and Chretien, 2010; MacDonald, Sohn, and Ellis, 2010; Mondoux, 2010
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Why not?
• Legal precedent?• Technology changes • Multiple boundaries• Who’s role?
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Curriculum
• Aligned• Integrated• Iterative
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UofC UGME Curriculum
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Y1 to 3 Progression
“How to” in UGME Application Integration
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Y1 Y2 Y3 R1
Orientation#1-5
Intro – Y1#7, 9, 10
HPOP – Y1#3, 4, 7, & 10
PFSA – Y1 #1-10
Summer Electives #1-10
EMR Training#5-10
Intro to Clerkship#1-10
Clerkship Match#3, 5, 8
Orientation to Y1’s #1-10
Orientation to Res#1-10
RICCEmergencyO&GSurgeryAnesthesiaFamilyPediatricsPsychiatryInternal#1-10*
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Peer Feedback Project1 2 3 4 5
• Distracts others with personal media in formal learning events (e.g. cell phone texting during class, watching videos in lecture).
• Sends emails of unprofessional wording or context to the class list or to others.
• Is distracted by email, instant messaging or using media in off-task ways in formal learning events and/or student meetings.
• Unprofessionally addresses others who are using media
• Stays on-task when using media for learning or patient consultations.
• Has professionally addressed others’ inappropriate uses of media.
• Shares resources and/or techniques that support others’ learning or professional advancement.
• Is willing to ask for help or consider new ways of using media.
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# 1 – 10
# 5, 6 – e.g. EMR login
# 3, 4, 7 – e.g. Clin decision support tools
# 8, 9, 10 – e.g. Copyright, citations in projects
# 5, 9, 10 – e.g. taking call
# 3, 4, 9 – e.g. encrypted email
# 9 – e.g. patient notes
# 1, 2, 5, 6 – e.g. social networking posts
# 1 – 10
# 3, 4, 7 – e.g. behaviours & observations when using technology
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Not static…
• Introductory year• K-12 education
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Not just students…
• Faculty & Staff– Digital literacy– Digital skills– Professional modeling
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