1. 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:
3. Social Media Bootcamp
@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)
4. Social Media Bootcamp
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
5. Social Media Bootcamp
Social Media Journey
Associate Professor of Medicine and
Director of Education Technology at
Cleveland Clinic Lerner College of Medicine (CWRU)
11. Photo by teachingsagittarian - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/10747684@N00 Created with Haiku Deck
13. Photo by nlafferty - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/23093930@N04 Created with Haiku Deck
14. Photo by WanderingtheWorld (www.ChrisFord.com) - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/44028103@N07Created with Haiku Deck
15. Social Media Bootcamp
Social Media Bootcamp
Alireza Jalali, MD
Distinguished Teacher & Teaching Chair @ uOttawa
Social Media Advisor @ RCPSC
#DalMedEd@arjalali
@arjalali #ccme14 #smb14
16. Social Media Bootcamp
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.
22. Social Media Bootcamp
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
40. Social Media Bootcamp
Courtesy of Pacific Northwest National Laboratory.
https://www.flickr.com/photos/pnnl/13276170083of
Pacific Northwest National Laboratory.
https://www.flickr.com/photos/pnnl/13276170083
43. Social Media Bootcamp
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
·
44. Social Media Bootcamp
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
45. Social Media Bootcamp
· 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
46. Social Media Bootcamp
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
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• @User
– Short, Real Name, Photo
• Direct Message
• Reply Vs Mention
#CCME13 #OB4
@arjalali #CCME14 #smb14
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• # 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
51. 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
55. Using Twitter to teach Public Health
to undergraduate medical students -
#fluscenario
56. Social Media Bootcamp
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
57. Social Media Bootcamp
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)
58. Social Media Bootcamp
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
59. Social Media Bootcamp
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.
60.
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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.”
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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