Empowering student engagement, with social media use, to develop learning and professional interests Kerry Edwards and Tom Groombridge December 2018 @kerrysorby and @TomG_OT
Background ……… The narrative so far
Induction lecture (2016) “I just remember the warning lecture not necessarily a lecture educating you how to use anything…it came across more like scary really” Level 3 student Regulating practice An unintended consequence was risk avoidance
2017 A different approach: Digital citizenship • Embedded formative learning activities within the curriculum = so all students and staff have a twitter account. • Embedded @YSJOT twitter feed to VLE • We aim to enable our students to engage with the community of practice in a socially responsible way Trede et al (2012 p.11) define professional identity as • “a way of being and a lens to evaluate, learn and make sense of practice”
Background: what do we know already? Policies to guide safe and professional practice British Medical Association (2011) College of Occupational Therapists (2015) Health and Care Professions Council, (HCPC) (2012) NHS Employers (2017); World Federation of Occupational Therapists (2016)
How do Occupational Therapy personnel (this encompasses, students, educators and practitioners) currently use social media as part of their personal learning networks? How can learners be empowered to engage within these social spaces in a professional and critical way?How do Occupational Therapy personnel shape their professional digital identity within a constantly evolving landscape?
Pilot study(June 2018) • N= 5 graduantes, qualitative, tweetchat over 1 week #OTdigitalidentity • Findings:
“It is a story of 2 halves really… “ Enablers Risks Smith (2016)
Social media for learning purposes amongst healthcare professionals Is Social Media a Meaningful or Dark Occupation for Young Adults with Eating Disorders? • Occupational therapy students’ use of social media and its impact on learning and developing interests about occupational therapy practice. • (N= 87) Social Media: The benefits and challenges for service users in healthcare: a review of the literature Student as CoResearcher Projects (SCoRe)
The Use of Social Media in Adolescent Teens: A Dark side of Occupation or a Valued Occupation? A Literature Review Aims: • To identify the positive effects of social media use on well-being. • To identify the negative effects of social media use on well-being. • To discuss the relevance of the findings to occupational therapy practice when working with adolescence. The current literature base is predominantly psychology and nursing based and there is limited research into the use of social media by occupational therapists. Preliminary Findings: • Social Media use in adolescents appears to be a problematic and linked to addiction. • An increased sense of social inclusion. • Increased risk of poor mental health (anxiety, depression and suicide) and cyberbullying.
My Use of Social Media from a Student Perspective • Continues professional development • Hearing the views and opinions of other professionals and students • Keeping up to date with YSJ’s Occupational Therapy programme/students • Sharing my views and opinions on course related topics and the wider profession
References Barlow, C.J., Morrison, S., Stephens, H.O., Jenkins, E., Bailey, M.J. and Pilcher, D. (2015) Unprofessional behaviour on social media by medical students. The Medical Journal of Australia, 203, pp.439-433 British Medical Association (2011) Using social media: Practical and ethical guidance for doctors and medical students. London, British Medical Association. College of Occupational Therapists (2015) Introduction to social media. London, College of Occupational Therapists. Health and Care Professions Council, (HCPC) (2012) Social media guidance. London, HCPC. Hughes, K. (2018) The use of twitter for continuing professional development within occupational therapy. Journal of further and Higher Education,pp.1-13. Jisc (2018) Building digital capabilities: The six elements defined [Internet]JISC. Available from internal-pdf://JISC digital capability framework 2018-3482296065/JISC digital capability framework 2018.PDF.
Kesselheim, J.C., Schwartz, A., Belmonte, F., Boland, K.A., Poynter, S. and Batra, M. (2016) A national survey of paediatric residents' professionalism and social networking: Implications for curriculum development. Academic Paediatrics, 16, pp.110-114. Nel, L. (2017) Students as collaborators in creating meaningful learning experiences in technology-enhanced classrooms: An engaged scholarship approach. British Journal of Educational Technology., 48, pp.1131. Purvis, A., Rodger, H. and Beckingham, S. (2016) Engagement or distraction: The use of social media for learning in higher education. Student Engagement and Experience Journal, 5, pp.1. The British Psychological Society (2017) Ethics guidelines for internet-mediated research. Leicester;, The British Psychological Society. The Kings Fund (2018) Digital change in health and social care. London, The King's Fund. Usher, K. et al. (2014) Australian health professions student use of social media. Collegian, 21, pp.95-101. World Federation of Occupational Therapists (2016) Position statement: Use of social media. London, World Federation of Occupational Therapists.