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


Acquisi4on of knowledge

vs

Selec4on + evalua4on of informa4on

Learning =

Learning =


Instruc4ng/ provision of informa4on

vs

Mentoring Facilita4ng Coaching

Teaching =

Teaching =


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

[email protected] @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





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





Outline





Outline





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 – [email protected]

Annalisa Manca TwiWer -‐ @annalisamanca Email – [email protected]

Dr Ellie Hothersall TwiWer -‐ @e_hothersall Email – [email protected]

Thank you Be in touch

Dr Laura-‐Jane Smith TwiWer -‐ @drlaurajane Email -‐ laura-‐[email protected]