Digital professionalism workshop at AMEE 2010
- 1. Digital ProfessionalismRachel Ellaway and David ToppsNorthern Ontario School of Medicine
- 2. Digital ProfessionalismIntroductionsWhat is DP?Activity: war storiesWhy is it a problem? Why is it also an opportunity?Three constituenciesActivity: DP in the hidden and explicit curriculumDeveloping a DP curriculumActivity: action planDiscussion and close
- 3. What is digital professionalism?
- 4. Digital ProfessionalismDo you exist if you’re not online?
- 5. Digital ProfessionalismInformatics competencies in practice include:
- 6. Evidence-based medicine, critical appraisal,knowledge translation
- 9. Communication and education: with professionals and patients
- 10. Technical skills
- 11. Semantics: coding, tagging and structuring information
- 12. Management, governance, reporting, audit skills
- 14. Boundaries between public and private
- 15. How to be a professional and a person in an ambient digital environment
- 16. Dealing with monitoring, surveillance and tracking
- 17. Maintaining an appropriate digital profileYour reputation now … and laterYour institutions’ profiles
- 18. Digital ProfessionalismDo you use these skills in practice?
- 19. How do you learn them?
- 21. Are they valued?kids today2010 study of 3,000 parents and 1,000 8 to 15-year-olds in the UK40% of girls identified Facebook as one of the most important things in their lives – cf 6% of boys6% of boys selected social networking in their top three things in their lives, cf 40% of girlsGirls saw websites such as Facebook as much more influential than television, magazines, celebrities and even their own brothers and sistersWhile 41% of girls think technology is one of their biggest influences, cf 17% of boys
- 22. Are contemporary students different?Many Gens
- 23. Prensky: “digital immigrants and natives”
- 25. Howe and Strauss: “millennials”
- 26. Rideout et al: “Gen M”
- 28. Sits on weak evidenceAre contemporary students different?Issues of opportunity
- 29. Issues of distribution of risk
- 30. Issues of accommodating previous experience
- 31. Issues of competence vs confidence
- 32. Different social, professional and generational groups adopt different levels and forms of cyborg behaviours
- 33. Significant differences across and between any student cohort
- 34. Medical students are highly atypical
- 35. Confidence ≠ competence or appropriate behaviouridenticalDigital ProfessionalismInformatics competencies to be learned and assessed include:
- 36. Evidence-based medicine, critical appraisal and knowledge translation
- 39. Communication and education: with other professionals and with patients
- 40. Technical skills
- 41. Semantics: coding, tagging and structuring information
- 42. Management, governance, reporting, audit skills
- 43. TelehealthidenticalDigital ProfessionalismBroader professional development issues
- 44. Boundaries between public and private
- 45. How to be a professional and a person in an ambient digital environment
- 46. Dealing with monitoring, surveillance and tracking
- 47. Maintaining an appropriate digital profileYour reputation now … and laterYour institutions’ profiles
- 48. Digital ProfessionalismDo you exemplify these skills?
- 49. Do you teach them?
- 50. Do you assess them?
- 51. Where are these skills valued?
- 52. Where are these skills disregarded?Isolation?We are all a part of societyIsolation is not healthy, not realistic – ask any rural docNew media blur and bleed across our professional and personal livesWe need to identify, understand and model professional behaviour in a new media environment …
- 55. Digital ProfessionalismA hidden curriculum of digital professionalism …We are troubled by the digital in our students, in our institutionsStudent digital ‘misdemeanors’ on the riseResponse is to regulate and punish
- 56. Digital Professionalism Would we punish poor communication skills or professionalism if we had never taught and exemplified appropriate forms? Should we not model, assist and guide professional digital behaviours?
- 57. The LiteratureGeneral themes and principlesClinical in-context issuesHow best/creatively to use Web 2.0Digital as instrumentation rather than social milieuGrowing unease and problems around DP“education and instruction on role modeling of professional behaviors and appropriate content must occur at multiple levels”* Are guiding principles and interpretations enough?* Farnan et al, AcadMed, 84(11) 2009 – The Realtionship Status if Digital Media and Professionalism
- 58. Attention Deficit DisorderThe principles stand The context, the environment, has changedNo requirement for programs etc to address digital professionalismRisks and scandalsNear missesWe are rabbits in the road
- 59. Digital nomadsMany communitiesMassive exchangeAn unseen medical education ‘cloud’
- 60. What we are not doingLearners and teachers cyborgs – but left to own devices (!)Actions may disrupt org or others or invade rights of othersSubliminal content as endorsement – hidden curriculum of acceptable behavioursLater repercussions – ieFacebook/MySpace postings
- 61. What we are not doingWe have abandoned a generation of learners by not teaching and modeling professionalism in being a cyborgAre they abandoning us?Not just students – junior faculty, residents etcWe are all at risk
- 62. The consequences As long as we focus on technologies as external tools, enablers and catalysts, rather than on the cognitive relationships we have with them, then we will continue to:
- 63. Perpetuate a toxic and growing hidden curriculum
- 64. Misdirect and confuse learners
- 65. Put patients, practitioners and the h’care system at risk
- 66. Fail to prepare practitioners for contemporary practiceScholarship and DPResearch and scholarly enquiry are lackingWhat is a digital professional and are there any boundaries?How do c-teachers prepare c-learners to become c-professionals caring for c-patients in a c-society?What of this is medicine-specific?What can we change and what changes us?
- 68. Learners, trainees, students “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)
- 69. Learners, trainees, students “learners' information literacies are relatively weak but learners have little awareness of the problem” (Beetham et al 2009)
- 70. Learners, trainees, studentsWhy are the ‘digital natives’ so stupid?Learners are nomadsWe encourage their migration to the digitalWe are unaware of the migration from the medical school – provider vs familyWe encourage recklessnessPoor appreciation of consequencesGround zero for building digital professionalism
- 71. Drs, preceptors, health professionals “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)
- 72. Drs, preceptors, health professionalsInterstitial and quasi-digital
- 73. Need to be better digital professionals – especially junior members of the profession
- 74. Need to find new balances and alignments within the professions
- 75. Need to model and lead rather than abdicatenon-clinical participantsteachers, admins, techs etc non-aligned ethical and professional normsacademics: research and scholarshiptechs: critique and responsibilityadmins: policy and investmentneed to validate, model and enable
- 76. Digital ProfessionalismFor everyone involved in HPE
- 77. Core shared values and culture
- 78. Exemplify and demonstrate digital professionalism
- 79. Medium as messageaActivity: DP in hiddenand explicit curricula
- 80. Developing a DP curriculum
- 81. Digital Professionalism 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.Ellaway, 2010
- 82. Digital Professionalism 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 lawEllaway, 2010
- 83. Digital Professionalism Principle #3: think carefully and critically about how what you say or do will be perceived by others and act with appropriate restraintEllaway, 2010
- 84. Digital Professionalism Principle #4: think carefully and critically about how what you say or do reflects on others, both individuals and organizations, and act with appropriate restraintEllaway, 2010
- 85. Digital Professionalism 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 permanentEllaway, 2010
- 86. Digital Professionalism 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 attackEllaway, 2010
- 87. Digital Professionalism Principle #7: an online community is still a community and you are still a professionalEllaway, 2010
- 90. Digital ProfessionalismRachel Ellaway and David ToppsNorthern Ontario School of Medicine
- 91. ReferencesBeetham, 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.pdfBryden, P., S. Ginsburg, et al. (2010). "Professing Professionalism: Are We Our Own Worst Enemy? Faculty Members’ Experiences of Teaching and Evaluating Professionalism in Medical Education at One School." Academic Medicine 85(6): pp1025–1034.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/2161/2026Thompson, L. A., K. Dawson, et al. (2008). "The Intersection of Online Social Networking with Medical Professionalism." J Gen Intern Med 23(7): p954-957.