Sam McCarthy Lead SALT for MDH

1. Sam McCarthy Lead SALT for MDH

2. Student Ambassadors for Learning and Teaching

3. The Issues http://www.bbc.co.uk/news/health-24850051 http://www.dailymail.co.uk/news/article-2433011/Nurses-sacked-posting-pictures-online-wearing-incontinence-pads-tweet-patients-personal-details.html http://www.ncbi.nlm.nih.gov/pubmed/23826730

4. Specifically addressing those in the faculty of MDH. • → Requirement for Professionalism. • Lack of awareness and confusion around the subject of social media (Garner and O’Sullivan; 2010). The Issues 88% Results of survey, n=56 (Garner and O’Sullivan; 2010).

8. “faculty members, medical students and the ‘public’ have different thresholds of what is acceptable on a social networking site” (Jain et al., 2014)

9. (Zijlstra-Shaw et al., 2013)

10. "Enjoy benefits, understand risk" • Awareness. • Practical advice. • Not trying to define absolute boundaries. • Online resource – (Google Sites) • ‘Adverts’ to raise awareness. • Case studies – student, staff, professional. • Range of media formats – conveying key messages. Project Plan • Work with GMC Contact • Make available as learning resource across the faculty – Level/Phase 1. • Also send out to prospective/pre-inducted students. • → Hence will be accessible outside of MUSE.

11. An active citizen who respects diversity and has the cultural agility to work in multinational settings. • An accomplished communicator. • Skilled in the use of IT. • Professional and adaptable. • A well rounded individual, reflective, self-aware and self-motivated. The MDH Graduate... The Sheffield Graduate... • Show personal responsibility & accountability in care delivery. • Demonstrate good character and excellent interpersonal sensitivities. • Sustain the ongoing development of their professional knowledge and skills.

12. Review of available professional guidelines → Theme document Survey of student and staff experiences in relation to social media. ‘High Profile’ examples in the main stream media. Case Studies Building on previous work from professional institutions and HE institutes. So Far... Student, Staff and Professional role models. Examples Practical Advice & Awareness

13. Expectations of your behaviour are different from those on other students. • Patient Confidentiality: Annonymisation & accumulation of information. • Type of Audience/Online Site: What conversations you have, where you have it and who can see it. (e.g. possible differences/similarities between Facebook Vs Medical online learning environment) • Maintaining Boundaries: the friend request and personal messages. • Professional Image: The image of your profession as a whole and how you represent it. Respect, Integrity, Trust. • Privacy Settings: Be aware, Check. Your responsibility. • Personal Image: Content, pictures and offensive posts. • Employability: Potential employers & fitness to practice. Theme Document

14. (Zijlstra-Shaw et al., 2013)

15. Important to see the potential of social media. → Continued education. → Networking. → Employability e.g. LinkedIn. • Support and advice needs to be accessible (logistically and contextually) and relevant. It’s here to stay.

16. Thanks to: • MDH Departmental Directors of Learning and Teaching. • FLTC • Prof. Sandra Zijlstra-Shaw • Sarah Huntley and Angela Gascoyne. • Amy Jeffries. • MDH SALT Team. sjmccarthy1@sheffield.ac.uk

17. References • Garner J and O’Sullivan H. Facebook and the professional behaviours of undergraduate medical students. The Clinical Teacher. 2010. 7(2):112-115. • http://www.bbc.co.uk/news/health-24850051 • http://www.dailymail.co.uk/news/article-2433011/Nurses-sacked-posting-pictures-online-wearing-incontinence-pads-tweet-patients-personal-details.html • http://www.ncbi.nlm.nih.gov/pubmed/23826730 • Jain A, Petty EM, Jaber RM, Tackett S, Purkiss J, Fitzgerald J et al. (2014). What is appropriate to post on social media? Ratings from students, faculty members and the public. Medical Education 48(2):157-169. • Zijlstra-Shaw S, Roberts TE, Robinson PG (2013). Perceptions of professionalism in dentistry - a qualitative study. British Dental Journal 215(9). • Zijlstra-Shaw S, Robinson PG, Roberts T (2012). Assessing professionalism within dental education; the need for a definition. European Journal of Dental Education 16(1):E128-E136.

18. Questions, please.

19. Garner J and O’Sullivan H. Facebook and the professional behaviours of undergraduate medical students. The Clinical Teacher. 2010. 7(2):112-115. • http://www.bbc.co.uk/news/health-24850051 • http://www.dailymail.co.uk/news/article-2433011/Nurses-sacked-posting-pictures-online-wearing-incontinence-pads-tweet-patients-personal-details.html • http://www.ncbi.nlm.nih.gov/pubmed/23826730 • Jain A, Petty EM, Jaber RM, Tackett S, Purkiss J, Fitzgerald J et al. (2014). What is appropriate to post on social media? Ratings from students, faculty members and the public. Medical Education 48(2):157-169. • Zijlstra-Shaw S, Roberts TE, Robinson PG (2013). Perceptions of professionalism in dentistry - a qualitative study. British Dental Journal 215(9). • Zijlstra-Shaw S, Robinson PG, Roberts T (2012). Assessing professionalism within dental education; the need for a definition. European Journal of Dental Education 16(1):E128-E136. References