When the Digital Interrupts! Net Generation and Digital Professionalism in Medical Education
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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.
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When the Digital Interrupts! Net Generation and Digital Professionalism in Medical Education
- 1. When the Digital Interrupts! Net Generation and Digital Professionalism in Medical Education Janet Tworek, PhD Cand
- 2. Disclaimer No industry affiliation No preferred platform
- 3. Overview Is there a Net Generation? Digital Professionalism Education, Technology & Clerkship
- 4. Is there a Net Generation?
- 5. Author Generation Name Evidence Birth Years Tapscott, 1997 1977-1997 Media Online chat with 28 teens Generation Howe, 2000 1982 - 2000 Millenials 500 high school seniors in southeastern U.S. Prensky, 2001 unspecified Digital Natives Exposure to media Beck and Wade, 1975 - 2004 Gaming Playing video games 2004 Generation Survey business leaders Rideout et al., “young Gen M 1999 report: 2,065 children aged 8-18 1999, Rideout et people aged 2004 report: 2,032 students ages 8-18 al., 2005, Rideout 8 to 18” 2009 report: 2002 students ages 8–18 et al., 2010 Dede, 2005 unspecified Neomillenials Exposure to media Oblinger and 1982–1991 Net Generation Exposure to media Oblinger, 2005 Ito, M. 2009 “Under the Digital Youth 659 semi-structured interviews, 28 diary studies, focus age of 25” group in 2005 interviews with 67 participants; 78 interviews; 363 survey respondents; 5,194 observation hours; 10,468 profiles on social sites; 15 online discussion group forums, and more than 389 videos. Kent, 2004 “young Young people Survey in 2001: n=1818 people ages Survey in 2003: n= 1471 9 – 18” Group semi-structured interviews: n=192 Family interviews: n=19 (representing 11 families)
- 6. • Attitudes • Career cycle • Gender • Geographic location • Educational achievement • Economic (“digital divide”) • Net Neutrality 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
- 8. In which ways do you expect learners to be Net Gen learners?
- 10. We allow ourselves to believe learners can and should follow the NetGen model
- 11. We allow our learners to believe and then try to fulfill the NetGen model
- 12. Consumerism as a driver
- 13. We view the digital as transient when it is permanent
- 15. “Manage your brand” - Gary Kovacs, CEO Mozilla
- 16. We both require and disregard the digital
- 17. We educate for some but not all digital
- 18. 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
- 19. Why not? • Legal precedent? • Technology changes • Multiple boundaries • Who’s role?
- 20. Curriculum • Aligned • Integrated • Iterative
- 22. Y1 to 3 Progression “How to” Application Integration in UGME
- 23. Orientation Clerkship Match RICC #1-5 #3, 5, 8 Emergency O&G Intro – Y1 Summer Electives Surgery #7, 9, 10 #1-10 Anesthesia Family Pediatrics HPOP – Y1 Psychiatry #3, 4, 7, & 10 Orientation to Y1’s Internal #1-10 #1-10* Y1 Y2 Y3 R1 PFSA – Y1 EMR Training #1-10 #5-10 Intro to Clerkship Orientation to Res #1-10 #1-10
- 24. Peer Feedback Project 1 2 3 4 5 • Distracts others with personal • Stays on-task when using media in formal learning media for learning or patient events (e.g. cell phone texting consultations. during class, watching videos • Has professionally addressed in lecture). others’ inappropriate uses of • Sends emails of unprofessional media. wording or context to the class • Shares resources and/or list or to others. techniques that support • Is distracted by email, instant others’ learning or messaging or using media in professional advancement. off-task ways in formal • Is willing to ask for help or learning events and/or student consider new ways of using meetings. media. • Unprofessionally addresses others who are using media
- 25. # 1 – 10 # 5, 6 – e.g. EMR login # 5, 9, 10 – e.g. taking call # 3, 4, 9 – e.g. encrypted email # 9 – e.g. patient notes # 8, 9, 10 – e.g. Copyright, citations in projects # 3, 4, 7 – e.g. Clin decision support tools # 1, 2, 5, 6 – e.g. social networking posts # 3, 4, 7 – e.g. behaviours & observations when using technology # 1 – 10
- 26. Not static… • Introductory year • K-12 education
- 27. Not just students… • Faculty & Staff – Digital literacy – Digital skills – Professional modeling
- 29. Thank you! Feedback, questions, comments: jktworek@gmail.com
Notes de l'éditeur
- Names: not the same. To those that “what’s in a name” matters, you can appreciate there is variability in the literature that has not been reconciled. For those who are not sticky on the name, let’s move on to this idea that exposure to media matters. Just by having technology, I’m different than you. This is based on the assumption that more technology is related to your birth year, ergo you are digitally savvy. This is problmeatic: it assumes the whole generation is the same, it assumes an end to the generation. But let’s be good critical appraisers of research and look at the evidence. Some is opinion. Notably, Prensky – video game company owner. Some is research –based. Variety of results. Focus in on big studies – even big studies don’t say “media = media savvy user”
- Technology use is actually complexLet’s widen gaze, look at other researchCitations at bottom relate to various areas of research – business, education, economics, population statisticsShows that there are multiple factors in media adoption that cut across populations and generations – not just a generation issue!
- So when we look at our students: Not all students the sameDigital use does NOT mean digitally savvyBut digital use might have helped students develop some skills we don’t give them credit forThis student knows how to meet standards of a community of peers, understands peer review, understands professionalism (but not all professionalism). Do we give our students credit for this in our institutions of higher learning?
- Error in thinking about media #2
- Error in thinking about media #1
- http://eu.techcrunch.com/2011/05/02/heres-the-guy-who-unwittingly-live-tweeted-the-raid-on-bin-laden/
- Diaspora as a potential solution
- Our students are being searched before residency. Do they know this?
- We expect students to use the digital but we don’t account for these activities in exams, simulation experiences, etc.
- We expect students to use the digital but we don’t account for these activities in exams, simulation experiences, etc.
- We often react like Darth Vader & the storm troopersCitations = authors who have said we need punitive frameworks or to do the right thing – what is the right thing when media changes, we live in a post-modern society?
- Current UofC curriculum
- All 10 points of digital professionalism framework are covered throughout the program, IN existing curricular moments AND we come back on the same points again but with fresh examples as they relate to students’ progress in the program and transition to clinical spaces. Example: Orientation5. Surveillance – IT user agreementUpdate – you are in med school = professional program = #2 – manage your access to FB, email3, 4 – Your actions reflect on you, UofC, profession. This is the start of how you manage being a professional and a personal life – just like MDs in rural AND urban areas. You are a visible representative held in different esteem in society. Introduction – Year 17. Working responsibly and positively within online communities. Posting professionally on LMS – obeying copyright, etc.
- If I haven’t yet convinced you that techology is a part of medical education