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

Thank you!

Feedback, questions, comments:

jktworek@gmail.com