social media bootcamp at #ccme14

Social Media

Bootcamp #SMB14 Dr. Anne Marie Cunningham (UK)

Dr. Alireza Jalali (Canada)

Natalie Lafferty (UK)

Dr. Neil Mehta (USA)

Catherine Peirce (Canada)

#ccme14 #smb14 #MedEd

Sponsored by:

Social Media Bootcamp

What is social media?

@amcunningham

@c_peirce

I have a long standing interest in

media literacy. The first part of my

career was dedicated to developing

media literacy tools for educators.

M.A. (Mass Communication)

You will find me on:

CHEC-CESC.ca

Twitter @c_peirce

LinkedIn Groups

• AAMC Social Media Compendium Working Group

• #meded eLearning in Undergraduate Medical Education

• Social Social Learning Management

Social Media Journey

Associate Professor of Medicine and

Director of Education Technology at

Cleveland Clinic Lerner College of Medicine (CWRU)

The Social Media Journey

Photo by mkhmarketing - Creative Commons Attribution License http://www.flickr.com/photos/93212162@N08 Created with Haiku Deck

@nlafferty

Photo by teachingsagittarian - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/10747684@N00 Created with Haiku Deck

My PLN

Discovery & Sharing

Photo by nlafferty - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/23093930@N04 Created with Haiku Deck

Photo by WanderingtheWorld (www.ChrisFord.com) - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/44028103@N07 Created with Haiku Deck

Alireza Jalali, MD

Distinguished Teacher & Teaching Chair @ uOttawa

Social Media Advisor @ RCPSC

#DalMedEd @arjalali

@arjalali #ccme14 #smb14

Je n’ai aucune affiliation (financière ou autre)

avec une entreprise pharmaceutique, un fabricant

d’appareils médicaux ou un cabinet de communication.

I do not have an affiliation (financial or otherwise)

with a pharmaceutical, medical device or

communications organization.

Learn how to use Social Networks

www.symplur.com/healthcare-hashtags/

Tweeting during conferences: educational or just another distraction?

Alireza Jalali, Timothy Wood

Medical Education; 47: 1129-1130, 2013 DOI: 10.1111/medu.12337

Analyzing Online Impact of Canadian Conference of Medical Education through Tweets

Alireza Jalali, Timothy Wood

Education In Medicine Journal, 5(3), Sept. 2013 doi:10.5959/eimj.v5i3.162

Anne Marie Cunningham @amcunningham

Practitioner

Educator

Researcher

Everyday like a

conference? Internet #meded

What accounts do you need?

Twitter

SlideShare

Google/YouTube

Who can we learn with?

Students

Other professional

groups

Regulators

Industry

Colleagues

Clients

Boundaries

Digital Footprints http://www.flickr.com/photos/vi

nothchandar/4282241642/

http://www.flickr.com/photos/vinothc

handar/4282241642/

Perils and

Pinnacles?

http://www.flickr.com/photos/mmoorr/86680869/in/photostrea

What are the rules?

http://www.flickr.com/photos/litherland/2614531003/

https://www.flickr.com/photos/clappstar/2773208127/

Balancing Closed Openness

Identity

Relationships Power

Control

Context

Too much content!

What is good

quality?

What should I

pay attention

https://www.flickr.com/photos/tonivc/2283676770

Courtesy of Pacific Northwest National Laboratory.

https://www.flickr.com/photos/pnnl/13276170083of

Pacific Northwest National Laboratory.

https://www.flickr.com/photos/pnnl/13276170083

https://www.flickr.com/photos/ksayer/5614813544

Making networks work

Be generous

Think the best of people

The emoticon is your

friend

Scan of Institutional Policies and Guidelines for Social Media in Medical Education in Canada (@c_peirce)

· Of the 17 Universities in Canada with a faculty of medicine, nine have guidelines for social media publically available online.

· Fewer than half of these guidelines are associated with another official institutional policy such as Procedures on Sexual Harassment or a Student Code of Conduct.

· All of the nine guidelines on social media are enthusiastic and encourage the use of social media.

“Dalhousie embraces the use of social media by those involved in research, learning and teaching at the university.”

Social Media Guidelines for Learning & Teaching and Researchers Approved by Senate, 2013-09-23

The guidelines are typically associated with either standards for professionalism or highlight the use of social media as a mechanism for marketing and communication.

“Ensure that all communications on the internet and social media are respectful and meet the same level of professionalism as would be expected in direct or other written communications with and about colleagues, instructors, learners, and patients”.

PROFESSIONAL STANDARDS FOR LEARNERS1 AND FACULTY MEMBERS IN THE FACULTIES OF MEDICINE AND DENTISTRY AT

THE UNIVERSITY OF BRITISH COLUMBIA

· All of the guidelines published by a faculty of medicine stipulate caution about sharing information about patients

“One of the core legal, ethical, and professional obligations that all have an obligation to patients/clients is to maintain their personal health information as confidential. There are many forms of online or electronic ommunication that may undermine this obligation…”

Professionalism Online, University of Manitoba, Faculty of Medicine

· Five of the nine policies are aimed at Students or residents specifically, and only three highlight the

use of social media in teaching and learning.

5. Social Media Use for Learning & Teaching

5.1 Why Use Social Media for Learning and Teaching?

There are a number of reasons to use social media technologies in learning and teaching

settings, including:

Instructors can create a more student-centred learning environment in their courses.

Students can create their own content and build their own meaning (constructivist pedagogy).

Students and instructors can create communities of learning and practice to enhance learning.

Students and instructors can share content and ideas that lead to more authentic learning

contexts.

Students and instructors can create personal learning environments and networks that contribute

to a process of lifelong learning.

Social media may facilitate critical discussion and analysis, and may facilitate group tasks.

Social Media Guidelines for Learning & Teaching and Researchers

Approved by Senate, 2013-09-23

http://www.dal.ca/content/dam/dalhousie/pdf/university_secretariat/Senate%20Docs/Social%20Me

dia%20Networking%20Guidelines.pdf

Several of the social media guidelines suggest conducting a personal audit to review your personal online footprint. McGill suggests:

1. Search your own name on the web and ensure that there is no inappropriate content

associated with you online.

2. Subscribe to Google Alerts. This will keep you informed if any new public information is

posted on the Internet about you.

3. Review the privacy settings of all your social media accounts.

4. Review your friend list on a regular basis.

5. Read through any blogs you have written, your tweets, and your profiles. Remove any

posts that might be considered unprofessional/inappropriate.

6. Review your institutional guidelines and familiarize yourself with them. Ignorance is not an

acceptable excuse for unprofessional behavior.

Small Group Exercise - Track Your Digital Footprint

Let's Tweet!

• @User

– Short, Real Name, Photo

• Direct Message

• Reply Vs Mention

#CCME13 #OB4

@arjalali #CCME14 #smb14

• # A hashtag is used to mark

keywords or topics in a tweet.

• Keep them short (120 - Max.140)

• RT - MT • #MedEd, #HCSM, #HCSMCA, #HCLDR

#CCME13 #OB4

@arjalali #CCME14 #smb14

Ali Jalali

Twitter - @ARJalali

Anne Marie Cunningham

Twitter - @amcunnigham

Natalie Lafferty

Twitter - @nlafferty

Follow us on Twitter –

Make a tweet include #SMB14

Neil Mehta

Twitter - @Neil_Mehta

Catherine Peirce

Twitter - @c_peirce

www.Paper.li

Social Media in the

Classroom ()

Using Twitter to teach Public Health

to undergraduate medical students -

#fluscenario

Origins of #fluscenario

• Based on previous work by nhssm.org

• Original scenarios written by Mr Alex Talbott and Dr Chloe Sellwood

• Twitter chat with Social Media emphasis

• Easy to tweak to student focus

• We gave the option of using Twitter 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 conversation

• (To understand there is more to public health than drinking water and inequalities)

• (To understand how social media will influence your professional life)

Outline

Phase 1

• Background

• Preparation

Phase 2

• Early outbreak

• Communication and risk

Phase 3

• Late outbreak

• Prevention and mitigation

Phase 4

• Wrap up

• Lessons learned

What happened?

• 2,987 Tweets using the hashtag #fluscenario

• Contributions from staff, students, others

• Mean number of Tweets per student was 13.8 (range 1-88).

• Peak Twitter activity was in the first 12 hours, with >1,000 Tweets within 8 hours of

launching the first scenario.

Evaluation

• “did not understand the point of the exercise”

• “waste of time”

• “I enjoyed using twitter 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.”

View from the outside

What we’re doing next

Digital Curation in C21 – Cardiff University (@amcunningham)

Personal

Professional

Visitor Resident

Background

• In CBL, students learn

• Actively

• Collaboratively

• Students seek information relevant to the case from

• Supporting sessions

• Textbooks

• Online sources

• Each other

• Our aims were therefore to:

1. support students with e-learning technologies that reflect the principles of the course

2. develop student digital literacies

• Variety of tools used – Scoop.it used for online content curation

What is online content curation?

www.Scoop.it

Staff Scoop.it webpages

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