These slides accompanied the workshop delivered on #FOAMed at the AMEE conference in Prague 27 AUgust 2013 by Natalie Lafferty, Annalisa Manca, Dr Ellie Hothersall and Dr Laura Jane Smith. The workshop provided an introduction to Free Open Access Medical Education and some examples of how this approach can be used in Medical Education.

1. 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

2. 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

3. 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.

4. 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.

5. SeGng
the
scene

6. hWp://www.flickr.com/photos/sookie/31219031/
TECHNOLOGY
IS
DRIVING

7. Any
4me,
any
where,
any
place
LEARNING

8. Changing
how
we
work

9. “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

10. Free
Open
Access
Meduca4on
#FOAMed

11. hWp://lifeinthefastlane.com/foam/

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

14. 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

15.
Suppor4ng
#FOAMed

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

17. ACTIVITY
Are
you
using
#FOAMed?

19. It’s
all
about
the
learning
not
the
technology!

20. hWp://www.flickr.com/photos/toolstop/4546017269/
Don’t
lose
focus
…
Don’t
be
dazzled
by
the
technology

21. Paradigm
ShiQs
in
EducaRon
Knowledge
reten4on
Knowledge
crea4on
and
cura4on
vs

22. Paradigm
ShiQs
in
EducaRon
Acquisi4on
of
knowledge
vs
Selec4on
+
evalua4on
of
informa4on
Learning
=
Learning
=

23. Paradigm
ShiQs
in
EducaRon
Instruc4ng/
provision
of
informa4on
vs
Mentoring
Facilita4ng
Coaching
Teaching
=
Teaching
=

24. Paradigm
ShiQs
in
EducaRon
vs
Behaviourism
Construc4vism
(social
+
cogni4ve)

25. http://www.flickr.com/photos/cpjobling/5067090661/sizes/l/in/photostream/
theories
have to do with #FOAMEd?
What do

26. par4cipa4on
learning
prac4ce
Medical
Educa4on

27. http://www.flickr.com/photos/aslanmedia_official/6292167103/
Free
Open Access

28. http://www.flickr.com/photos/26036894@N03/4856561276/
Some
defini4ons…

29. 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)

30. 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)

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

32. 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

33. • 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

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

35. http://www.flickr.com/photos/8007281@N08/3259845278/
Develop a teaching & learning toolkit"

36. http://www.flickr.com/photos/ianinsheffield/5611248212/in/photostream/
Personalisation -
Use what’s best for you

37. Case
study
1:
#fluscenario

38. 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

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

40. The
solu4on?
• Get
‘em
while
they’re
young
• Try
to
develop
conversa4ons
not
teach
facts
• Make
it
relevant
and
engaging

41. #fluscenario
• Online
• Done
in
Private
Study
• Using
familiar
social
media
• Low
input
required
from
staff
• Peer
support

42. 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

43. 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)

44. 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

45. 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

46. 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?

47. 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

48. 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

49. 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

50. 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.

55. 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.”

58.
“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.”

59. View
from
the
outside

60. 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

61. Get
involved!
Next
run
will
be
November
2013
#fluscenario
@DundeePublicH

62. Case
study
2:
#quclms

63. UCL
Medical
School

64. 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?

65. 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?

66. Social
learning
theories
Vicarious
learning
why?

67. why?
Beyond
reach
of
learner
Zone
of
proximal
development
Learner
can
do
unaided
Scaffolding
peers
experts
Vygotsky

72. sd
data

73. 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”

74. 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

75. 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

76. sd
data

77. Join
us
in
September!
@drlaurajane
@ACMEatUCL
@quclms
www.quclms.com

78. Ethics,
governance,
confidenRality
&
professionalism

79. 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...

80. Being
professional
online

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

82. The
Lying
Down
Game

84. ***

85. DefamaRon
Breach
of
confidenRality
Doctor-­‐paRent
boundaries
Wrong
privacy
seGngs
Public
vs
private
Reasons
for
ge•ng
into
trouble

86. 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?

87. A
few
more
FOAMed
examples

88. gmep.org
Global Medical Education Project

89. hWp://www.pediatriceduca4on.org/

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

91. http://gasclass.wordpress.com/"

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

94. hWp://teamhaem.wordpress.com

96. hWp://boringem.org

98. #BlueJC

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

100. #FOAMed
Community

101. Sta4s4cs
from
symplur.com

102. Conversa4ons
curated
on
symplur.com

103. Search
for
#hashtags
on
symplur.com

104. Cura4ng
FOAMed
Resources
–
Scoop.it

106. ACTIVITY
How
could
you
use
#FOAMed?

107. http://www.flickr.com/photos/cascadianfarm/5277978788/
Dip
your
toe
in
the
water
...
Explore
and
learn
together

108. Join
the
conversa4on

109. QuesRons

110. 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