helping medical students to develop their digital presence

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Helping Medical Students to Develop Their Digital Presence Dr Anne Marie Cunningham, Academic Lead for eLearnin g, Institute of Medical Education, School of Medicine, Cardiff University OBJECTIVES The General Medical Council recently introduced new explanatory guidance on doctors’ use of social media alongside the updated edition of core guidance for doctors, Good medical practice. It is recommended that medical schools consider helping students to explore their digital identity . A 2 hour teaching session was developed to be delivered to all 1st year students in large groups (75) in the ‘welcome week’ of the 1st semester.  PROCESS The sessions addressed dilemmas in the use of social media for students concerning privacy and confidentiality. There was an exploration of digital footprint through ‘live googling’ of staff and students. Students were also encouraged to explore positive aspects of digital presence through considering the successful ways that medical students and doctors have integrated social media into their professional identities. Finally , time was spent exploring strategies to deal with digital distraction which students may experience when using mobile platforms and social media tools. Sessions were interactiv e through the use of discussion in small groups and the use of web-based audience response software. Students were provided with support resources through a digital curation website. OUTCOMES The sessions received very positive feedback from students with regards to the content and the method. Examples of feedback included  The lecturer was very good and interactive . Learnt a lot about the importance of privacy settings” “Sometimes the questions were really testing- I liked the need to discuss certain situations”     I enjoyed the discussions about the ethics behind things you do on the internet  CONCLUSIONS This session demonstrated that issues of digital presence can be raised with students in an interactive way in a large group teaching session through the use of social media tools themselves and audience response software. There has been interes t from other health professional courses in the university and further afield in developing the session.

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Page 1: Helping medical students to develop their digital presence

7/22/2019 Helping medical students to develop their digital presence.

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Helping Medical Students to Develop TheirDigital Presence

Dr Anne Marie Cunningham, Academic Lead for eLearning, Institute of MedicalEducation, School of Medicine, Cardiff University

OBJECTIVESThe General Medical Council recently introduced new

explanatory guidance on doctors’ use of social mediaalongside the updated edition of core guidance for doctors,

Good medical practice. It is recommended that medical

schools consider helping students to explore their digital

identity. A 2 hour teaching session was developed to be

delivered to all 1st year students in large groups (75) in the

‘welcome week’ of the 1st semester. 

PROCESSThe sessions addressed dilemmas in the use of social media for students

concerning privacy and confidentiality. There was an exploration of digital

footprint through ‘live googling’ of staff and students.

Students were also encouraged to explore positive aspects of digital

presence through considering the successful ways that medical students

and doctors have integrated social media into their professional

identities. Finally, time was spent exploring strategies to deal with digital

distraction which students may experience when using mobile platforms

and social media tools. Sessions were interactive through the use of

discussion in small groups and the use of web-based audience response

software. Students were provided with support resources through a

digital curation website.

OUTCOMESThe sessions received very positive feedback from

tudents with regards to the content and the method.

Examples of feedback included

“ The lecturer was very good and

nteractive. Learnt a lot about the

mportance of privacy settings”

“Sometimes the questions were really

testing- I liked the need to discuss

certain situations”

“    I enjoyed the discussions about the

ethics behind things you do on the

internet ”  CONCLUSIONS 

This session demonstrated that issues of digital presence can be raised

with students in an interactive way in a large group teaching session

through the use of social media tools themselves and audience response

software. There has been interest from other health professional courses

in the university and further afield in developing the session.