Digital professionalism 2011
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When the Digital Interrupts! Net Generation and Digital Professionalism in Medical Education Janet Tworek, PhD nd
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Overview of the supposed Net Generation, and Digital Professionalism. Set in the context of medical education, with a proposed curriculum infused in medical school. Presented at CCME 2011 and AMEE 2011. Made available under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Transcript of Digital professionalism 2011
When the Digital Interrupts!
Net Generation and
Digital Professionalism in Medical Education
Janet Tworek, PhD Cand
No industry affiliationNo preferred platform
Disclaimer
Overview
Is there a Net Generation?
Digital Professionalism
Education, Technology & Clerkship
Is there a Net Generation?
Barron, 2004; Caison et al, 2008; Hargittai, 2008; DiMaggio, Hargittai, Celeste, and Shafer, 2004; Meng et al, 2010; Parasuraman, 2001; Slater, Crichton and Pegler, 2010; Statistics Canada, 2009; US Bureau of Commerce, 2010; US Statistics Branch, 2010; Warschauer, 2000
• Attitudes• Career cycle • Gender• Geographic location • Educational achievement• Economic (“digital divide”)• Net Neutrality
Student Experience
In which ways do you expect learners to be
Net Gen learners?
DIGITAL PROFESSIONALISM
We allow ourselves tobelieve learners can and should follow the NetGen model
We allow our learners to believe and then try
to fulfill the NetGen model
Consumerism as a driver
We view the digital as transient when it is permanent
“Manage your brand”- Gary Kovacs, CEO Mozilla
We both require and disregard the digital
We educate for some but not all
digital
Reactionary Approaches
• Regulations and sanctions • Discipline and punishment • “Do the right thing”
Bonilla-Warford, 2011; Chretien, Greysen, Chretien, and Kind, 2009;Farnan et al, 2009; Kind, Genrich, Sodhi, and Chretien, 2010; MacDonald, Sohn, and Ellis, 2010; Mondoux, 2010
Why not?
• Legal precedent?• Technology changes • Multiple boundaries• Who’s role?
Curriculum
• Aligned• Integrated• Iterative
UofC UGME Curriculum
Y1 to 3 Progression
“How to” in UGME Application Integration
Y1 Y2 Y3 R1
Orientation#1-5
Intro – Y1#7, 9, 10
HPOP – Y1#3, 4, 7, & 10
PFSA – Y1 #1-10
Summer Electives #1-10
EMR Training#5-10
Intro to Clerkship#1-10
Clerkship Match#3, 5, 8
Orientation to Y1’s #1-10
Orientation to Res#1-10
RICCEmergencyO&GSurgeryAnesthesiaFamilyPediatricsPsychiatryInternal#1-10*
Peer Feedback Project1 2 3 4 5
• Distracts others with personal media in formal learning events (e.g. cell phone texting during class, watching videos in lecture).
• Sends emails of unprofessional wording or context to the class list or to others.
• Is distracted by email, instant messaging or using media in off-task ways in formal learning events and/or student meetings.
• Unprofessionally addresses others who are using media
• Stays on-task when using media for learning or patient consultations.
• Has professionally addressed others’ inappropriate uses of media.
• Shares resources and/or techniques that support others’ learning or professional advancement.
• Is willing to ask for help or consider new ways of using media.
# 1 – 10
# 5, 6 – e.g. EMR login
# 3, 4, 7 – e.g. Clin decision support tools
# 8, 9, 10 – e.g. Copyright, citations in projects
# 5, 9, 10 – e.g. taking call
# 3, 4, 9 – e.g. encrypted email
# 9 – e.g. patient notes
# 1, 2, 5, 6 – e.g. social networking posts
# 1 – 10
# 3, 4, 7 – e.g. behaviours & observations when using technology
Not static…
• Introductory year• K-12 education
Not just students…
• Faculty & Staff– Digital literacy– Digital skills– Professional modeling
