INTO AN UNDERGRADUATE MEDICAL CURRICULUM

lessons for the future

INTEGRATING

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Annalisa Manca - @annalisamancaEducational TechnologistSchool of Medicine

Ellie Hothersall - @e_hothersallPublic health doctor and theme lead for public health teaching School of Medicine

WELCOME

On behalf of:

Natalie Lafferty - @nlafferty

SETTING THE SCENE

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TECHNOLOGY IS DRIVING

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Communicate, share and learnAny time, Any place, Any pace

No longer restricted to libraries & formal learning

@nlafferty

Role of technology in learninghttp://www.jisc.ac.uk/media/documents/publications/effectivepracticedigitalage.pdf

What is the role of the teacher?Harden & Crosby, 2000

“Guide on the side”

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@nlafferty

http://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf

NMC Horizon Report: 2014 Higher Education Edition

OUR CASE

“For good pedagogical design, there is simply no escaping the need to adopt a theory of learning.” We need “guidance on how

to judge whether the learning and teaching processes adopted will really achieve the intended learning outcomes”

Mayes & de Freitas, 2008

CONSTRUCTING… AND DECONSTRUCTING

building communities around hashtagsPhoto from: https://www.flickr.com/photos/mbiddulph/7614636374 - CC BY-SA 2.0

#FOAMed

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NETWORKED – CONNECTED – INTERACTIVE – HYBRID

LEARNING IS SOCIAL

Human behaviour(learning)

environment

behavioural patterns

affective and cognitive

factors

• self-efficacy• practice

• expectations• knowledge• attitudes

• community• norms• social system

BANDURA’S SOCIAL LEARNING THEORY (1971)

Bandura, A. (1971). Social Learning Theory. New York: General Learning Corporation.

SELF-EFFICACY (Bandura, 1977)

1977 2004 2008phobias PTSD education/technology

An individual’s belief in their ability to succeed in producing a particular outcome (Bandura 1977)

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psych Rev

self-efficacy

motivation

skills

teacherdirection

supp

ort

ince

ntive

s

mat

erial

tools

tasks

Educational activity as a scaffolding structure

https://w

ww

.flickr.com/photos/gavatron/10037318335/

careful not to overload

Self-efficacy

Cognitive load

(Iterative) Educational design to:

Self-efficacy expectations

Performance accomplishment

Vicarious experience

Verbal persuasion

Physiological states

Behaviour/Learning

BUILDING SELF-EFFICACY EXPECTATIONS

PERFORMANCE-ACCOMPLISHMENT

Building self-efficacy expectations - in practice

Definition Educ Design 2012 2013

• Personal mastery / success

• Based on authentic experience

• It can influence self-motivation

• Model around learning needs

• Pre-existing knowledge

• Context• Boost sense of

achievement

• Questions to guide discussion

• Choice of media

• Feedback

• Storify• “Summary of

learning” tweets

VICARIOUS EXPERIENCE

Building self-efficacy expectations - in practice

Definition Educ Design 2012 2013

• Inferences from social comparison

• Observation and interaction with others

• Experience

• Encourage communication and interaction

• Set appropriate level of difficulty

• Share experience

• Signpost to facilitators’ online spaces

• No change

VERBAL PERSUASION

Building self-efficacy expectations - in practice

Definition Educ Design 2012 2013

• Encouragement from tutors and peers

• Not based on experience

• Teacher accountability

• Moderation• Leadership +

engagement• Peer support

• Moderation and replies

• No change

PHYSIOLOGICAL STATES

Building self-efficacy expectations - in practice

Definition Educ Design 2012 2013

• Emotional arousal can debilitate performance

• Help students overcome fear and anxiety related to performance

• Early acquaintance with tools

• Intro to Titter• Tutors’

presence

• No intro to Twitter

IN PRACTICE… AND RESULTS

“The relationship between pedagogy and technology is not as simple

as it first appears”

JISC: Effective Practice in a Digital Age

Based on previous work by nhssm.orgOriginal scenarios written by Mr Alex Talbott and Dr Chloe Sellwood Twitter chat with Social Media emphasisEasy to tweak to student focus

http://www.open.edu/openlearn/sites/www.open.edu.openlearn/files/sneezeInLine_0.jpg Creative Commons

Origins of #fluscenario

4. (To understand there is more to public health than drinking water and inequalities)

Data collectionhttp://dundeepublichealth.wordpress.com/fluscenario/

https://tags.hawksey.info/

https://tags.hawksey.info/

2012

2013

http://hawksey.info/tagsexplorer/

http://hawksey.info/tagsexplorer/?key=0Ar1MOlq1UirpdGQyS0tHamNNQzN5LTFZaFJZcVQ3VVE&sheet=ob5

2012

2013

http://hawksey.info/tagsexplorer/

Image: Leximancer.com

“Whooping cough: Three more babies die in outbreak http://t.co/VXAIC5Bu #fluscenario”

“Reading about the emergence of multidrug-resistant TB and automatically relating this to the spread of #fluscenario. Hello Library Weekends.”

Application

What happened?

Interaction

“I found #fluscenario irrelevant as it didn't have much relevance to the respiratory block.”“…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.”“The fluscenario was a personal highlight for me, I really found it beneficial.” B+

Evaluation

Twitter is too public

I did not feel confident using Twitter

I did not feel like I had the time to do it

It wasn't interesting

140 characters are not enough to express yourself properly

Other

0%

25%

0%

13%

63%

0%

15%

11%

11%

6%

35%

22%

2012 2013

DISCUSSION AND CONCLUSIONS

“Fauxial learning = forcing people to use social media in a course, and then

confusing compliance with engagement and (even worse) learning”

Jane Hart (@C4LPT)

http://www.jisc.ac.uk/media/documents/publications/effectivepracticedigitalage.pdf

John Schaar, American writer and scholar and Professor Emeritus, University of California

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@annalisamanca

@e_hothersall

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Any question

• Bandura, A. (1971). Social Learning Theory. New York: General Learning Corporation.

• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, Vol 84, No. 2, pp 191-215.

• Caprara. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulatory learning in academic continuance an achievement. Journal of Educational Psychology, 100(3) 525–534

• Mayes, T. & de Freitas, S. (2008). Learning and e-learning: The role of theory. In Beetham & Sharpe. Rethinking Pedagogy for a Digital Age: Designing and Delivering e-Learning. New York: Routledge

References