Digital professionalism: a barrier to open sharing? New

competences, or more of the same?

Suzanne HardyHigher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine

Newcastle University

Digital professionalism

• To be a digital professional every member of staff who contributes to curriculum delivery, in both NHS and academic settings should be able to identify, model and understand professional behaviour in the digital environment.

CC-BY Official US Navy Imagerywww.flickr.com/photos/usnavy/5509486066/

• Information/resources increasingly easy to find• Blurring of personal and professional identities online• Increasing need to manage issues of disclosure• Changing public expectations• Misunderstandings of digital spaces• Consequence

• Permanence• Lack of understanding of copyright

& licencing in online environments

Digital professionalism in the curriculum?

• Digital professionalism: how we present and manage presence in the digital environment and how that presence relates to professionalism in the curriculum

• Professionalism in Tomorrow’s Doctors:www.gmc-uk.org/education/undergraduate/professional_behaviour.asp

• No reference to professionalism online: implicit? explicit in your curriculum? Hidden?

• Are there any differences?

WHERE DOES THIS APPEAR?In order to teach peers and students about online presence:

Information literacy

“Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner”

Chartered Institute of Library & Information Professionals (CILIP), 2004

www.sconul.ac.uk/groups/information_literacy/seven_pillars.html

“learners' information literacies are relatively weak but learners have little awareness of the problem”

Beetham et al 2009

Digital literacy

“digital literacy defines those capabilities which fit an individual for living, learning and working in a digital society”

Joint Information Systems Committee (JISC), 2011

“many medical students seem unaware of or unconcerned with the possible ramifications of sharing personal information in publicly available online profiles even though such information could affect their professional lives”

Ferdig et al, 2008

“most learners are still strongly led by tutors and course practices: tutor skills and confidence with technology are therefore critical to learners' development”

Beetham et al, 2009

TOWARDS A DIGITAL PROFESSIONALISM: 7 PRINCIPLES

Rachel Ellaway (2010)

Principle #1: establish and sustain an on online professional presence that befits your responsibilities while representing your interests. Be selective in which channels and places you establish a profile.

Principle #2: use privacy controls to manage more personal parts of your online profile and do not make public anything that you would not be comfortable defending as professionally appropriate in a court of law

Principle #3: think carefully and critically about how what you say or do will be perceived by others and act with appropriate restraint

Principle #4: think carefully & critically about how what you say or do reflects on others (individuals & organisations) and act with appropriate restraint

Principle #5: think carefully and critically about how what you say or do will be perceived in years to come; consider every action online as permanent

By Michael Deschenes (Own work) [Public domain], via Wikimedia Commons

Principle #6: be aware of the potential for attack or impersonation, know how to protect your online

reputation and what steps to take when it is under threatEllaway, 2010

Principle #7: an online community is still a community and you are still a professional

TOOLS AND GUIDANCEHow can we help?

23things-cammedlib.blogspot.com/

23thingswarwick.blogspot.com/p/programme-outline.html

27 www.medev.ac.uk/ourwork/oer

twitter.com/ambrouk

consent commons

Consent Commons ameliorates uncertainty about the status of educational resources depicting people, and protects institutions from legal risk by developing robust and sophisticated policies and promoting best practice in managing information.

medicalimages.pbworks.com

Principles

1. Acknowledge that patients’ interests and rights are paramount.2. Respect the rights to privacy and dignity of other people who are included in recordings, such as family members and health care workers.3. Respect the rights of those who own the recordings and the intellectual property of those recordings, and check and comply with the licences for use.4. Take professional responsibility for your making and use of recordings and alert colleagues to their legal and ethical responsibilities where appropriate.

Email: d.hiom@bris.ac.uk

Manage risk by adopting good practice

• Know how to find appropriately licenced content

• Use the most openly licenced content wherever possible

• Attribute 3rd party material• Explicitly attribute your own work with

disclaimer and licence as openly as possible• Pass on good practice to peers and students

Make hidden curricula explicit

• Digital professionalism• Academic practice• Information & digital literacies• Base familiarity

Who takes responsibility?

www.medev.ac.uk/oer/suzanne@medev.ac.uk

twitter.com/glittrgirltwitter.com/hea_medev

www.medev.ac.uk/blog/oer-phase-2-blog/

Attribution and disclaimer• This ppt file is made available under a Creative Commons

Attribution Share Alike version 3.0 unported licence.• Please include the following phrase ‘Suzanne Hardy, UHMLG, 21

June 2011’• Users are free to link to, reuse and remix this material under the

terms of the licence which stipulates that any derivatives must bear the same terms. Anyone with any concerns about the way in which any material appearing here has been linked to, used or remixed from elsewhere, please contact the author who will make reasonable endeavour to take down the original files within 10 working days.

• www.slideshare.net/suzannehardy/

References• Beetham, H., L. McGill, et al. (2009). Thriving in the 21st century: Learning Literacies for the Digital Age.

Glasgow, Glasgow Caledonian University/JISC. Online at http://www.jisc.ac.uk/media/documents/projects/llidareportjune2009.pdf

• Chretien, K. C., S. R. Greysen, et al. (2009). "Online Posting of Unprofessional Content by Medical Students." JAMA 302(12): pp1309-1315.

• Ellaway, R. (2010). "eMedical Teacher # 38: Digital Professionalism." Medical Teacher 32(8): pp705–707.

• Farnan, J. M., J. A. M. Paro, et al. (2009). "The Relationship Status of Digital Media and Professionalism: It’s Complicated " Academic Medicine 84(11): pp1479-1481.

• Ferdig, R. E., K. Dawson, et al. (2008). "Medical students’ and residents’ use of online social networking tools: Implications for teaching professionalism in medical education." First Monday 13(9). Online at http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/2161/2026

• Thompson, L. A., K. Dawson, et al. (2008). "The Intersection of Online Social Networking with Medical Professionalism." J Gen Intern Med 23(7): p954-957.

• Mostaghimi,A., Crotty, B.H., “Professionalism in the digital age” Annals of Internal Medicine 19 Apr 2011;154(8):560-562.