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:
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:
Social Media Bootcamp
What is social media?
@amcunningham
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)
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
Social Media Bootcamp
Social Media Journey
Associate Professor of Medicine and
Director of Education Technology at
Cleveland Clinic Lerner College of Medicine (CWRU)
Social Media Bootcamp
The Social Media Journey
Social Media Bootcamp
Social Media Bootcamp
Photo by mkhmarketing - Creative Commons Attribution License http://www.flickr.com/photos/93212162@N08 Created with Haiku Deck
Social Media Bootcamp
@nlafferty
Photo by teachingsagittarian - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/10747684@N00 Created with Haiku Deck
Social Media Bootcamp
My PLN
Discovery & Sharing
Photo by nlafferty - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/23093930@N04 Created with Haiku Deck
Photo by WanderingtheWorld (www.ChrisFord.com) - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/44028103@N07 Created with Haiku Deck
Social Media Bootcamp
Social Media Bootcamp
Alireza Jalali, MD
Distinguished Teacher & Teaching Chair @ uOttawa
Social Media Advisor @ RCPSC
#DalMedEd @arjalali
@arjalali #ccme14 #smb14
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.
Social Media Bootcamp
Social Media Bootcamp
Social Media Bootcamp
Learn how to use Social Networks
Social Media Bootcamp
Social Media Bootcamp
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
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Anne Marie Cunningham @amcunningham
Social Media Bootcamp
Social Media Bootcamp
Practitioner
Educator
Researcher
Social Media Bootcamp
Everyday like a
conference? Internet #meded
Social Media Bootcamp
Social Media Bootcamp
What accounts do you need?
Blog
SlideShare
Google/YouTube
Social Media Bootcamp
Social Media Bootcamp
Who can we learn with?
?
Students
Other professional
groups
Regulators
Industry
Colleagues
Clients
Social Media Bootcamp
Social Media Bootcamp
Boundaries
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Digital Footprints http://www.flickr.com/photos/vi
nothchandar/4282241642/
http://www.flickr.com/photos/vinothc
handar/4282241642/
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Perils and
Pinnacles?
http://www.flickr.com/photos/mmoorr/86680869/in/photostrea
m/
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What are the rules?
http://www.flickr.com/photos/litherland/2614531003/
Social Media Bootcamp
https://www.flickr.com/photos/clappstar/2773208127/
Social Media Bootcamp
Balancing Closed Openness
Social Media Bootcamp
Identity
Relationships Power
Control
Trust
Context
Too much content!
What is good
quality?
What should I
pay attention
to?
Social Media Bootcamp
https://www.flickr.com/photos/tonivc/2283676770
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
Social Media Bootcamp
https://www.flickr.com/photos/ksayer/5614813544
Social Media Bootcamp
Making networks work
Be generous
Think the best of people
The emoticon is your
friend
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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
·
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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
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· 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
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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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Let's Tweet!
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• @User
– Short, Real Name, Photo
• Direct Message
• Reply Vs Mention
#CCME13 #OB4
@arjalali #CCME14 #smb14
Social Media Bootcamp
• # 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
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
Social Media Bootcamp
Social Media Bootcamp
Social Media in the
Classroom ()
Using Twitter to teach Public Health
to undergraduate medical students -
#fluscenario
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
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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)
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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
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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.
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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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View from the outside
What we’re doing next
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Digital Curation in C21 – Cardiff University (@amcunningham)
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Personal
Professional
Visitor Resident
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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
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What is online content curation?
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Staff Scoop.it webpages
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