Over the past few years at Dundee we’ve had growing opportunities to work with our colleagues in medical art and suggest project ideas to students studying the Masters programme. There have been some great projects over the years with students developing learning resources, creating comics to support patient communication and exploring the potential of 3D printing to help surgeons. With a long standing interest in the potential of sketchnotes to support student leanrning and in particular revision I’ve pitched a project idea around sketch notes for a couple of years but it’s never grabbed anyone’s attention. This year I floated the idea again and suggested a focus on neurology teaching given that many medical students seem to find this a challenging area of medicine and I was delighted when Susanna Brighouse took on the challenge. First off Susanna created a sketchnote based on a lecture on pain and thermosensation and is with all our student developed resources it was peer reviewed by one of our academics. She produced different versions including one that could be coloured in and labelled by students to support revision.
Following positive feedback Susanna went on to make sketchnotes the focus of her Masters project and produced a further 15 sketchnotes based on a series of neurology lectures covering topics such as the anatomy of the spinal nerves, body innervation maps and radiculopathy. Feedback on the sketchnotes from medical students identified that they would make most use of them to help revision. We hope to share these further sketchnotes soon.
Alongside with Susanna’s project there were a few others with a medical education focus where the students had worked closely with Dr Richard Oparka our pathology teaching lead. Two of the projects were super animations, first up a delightful video on the phases and main components of the cell cycle by Cristina Sala Ripoll, which Richard will be using in his teaching with 1st year medical students in a few weeks time. The video highlights the the different phases of the cell cycle that lead to cell division and includes some of the cellular components involved in them.
The second animation comes from Elvire Thouvenot-Nitzan and gives an overview of apoptosis looking at the important role apoptosis plays in growth and development as well as removing DNA damaged cells. It goes on to show how the activation of the caspase cascade occurs in each external and internal signalling pathway and ends with a glimpse of cancer cells and their ability to block apoptosis.
The fourth project I want to showcase is Anna Sieben’s 3D epithelium. Anna, who’s a doctor, has created a fantastic teaching resource for medical students on epithelium which links to the virtual microscope used in teaching at Dundee. Students can select to look at the epithelium in different body organs and explore the structure and function of these different tissues through a series of 3D models. I’ve embedded Anna’s model of the epithelium of the skin from sketchfab below. You can 3D print these models from sketchfab and Anna had a wonderful display of these at her degree show.
There’s a lot of focus on technology enhanced learning in medical education and higher education at the moment but I get the impression it’s rare to find medical artists in elearning teams. At Dundee we’re very lucky to have two medical artists in Annie Campbell in medicine and Emily McDougall in dentistry but we don’t have similar posts at the moment in the central elearning team or in other schools. Much of the work that Annie and Emily produce is shared as OER and FAOMed so that others can reuse these resources to support medical and dental education.
Susanna, Cristina, Elvire and Anna are four super talented medical artists and I hope they get snapped up with job offers from other medical or dental schools. I’m looking forward to following their work in the future.
This week is Open Education Week so it seems appropriate to share some work recently completed by one of our Year 3 Medical Students at Dundee as part of our 4-week SSC The Doctor as Digital Teacher.
I’ve blogged before about our SSCs which see medical students developing their digital teaching skills and creating learning resources. Over the years we’ve seen a range of different learning resources developed including online tutorials, iBooks and videos. The students are always very creative and they’ve developed some excellent resources. We only had one student on the latest run of the SSC and I was a bit concerned that we couldn’t offer the same learning experience we usually do when we have five or six students. Thankfully this doesn’t seem to have been the case and our student, Zoe, seems to have enjoyed the experience and has produced a super series of videos on the anatomy of the larynx.
Central to the videos is a 3D model of the larynx which our medical illustrator Annie Campbell worked up as a derivative from content from the Japanese-based BodyParts3D database. We’ve shared this model on SketchFab so that it can be used as OER in other teaching resources.
The videos that Zoe’s created based on this model together with other content that she created, including her own hand-drawn tutorial are all posted up on Vimeo and you can view them here.
Part 1 – Anatomy of the larynx: Cartilage structures
Part 2 – Anatomy of the larynx: Membranes and muscles
Part 3 – Anatomy of the larynx: Laryngeal cancer
A new year, a new MOOC! Over the next few weeks Dave Cormier is running a cMOOC on rhizomatic learning over on the Peer2Peer University platform. I’m hoping to dip in and out of this MOOC as I’m interested in exploring the concept of rhizomatic learning a bit further and particularly in the context of of #FOAMed (Free Open Access Meducation).
I’ve chipped in on conversations on Twitter about FOAMed and the learning theories that might be relevant to this growing movement in medical education. FOAMed is frequently described as a community of practice and it can also be seen as an example of connectivisim. Social networking and media tools like Twitter, blogs, YouTube etc have played a key role in the growth of FOAMed providing open publishing platforms and facilitating connections shaping a new online learning landscape.
In ‘Communities of Practice: Critical perspectives‘, Yrjö Engeström has contributed a chapter ‘From communities of practice to Mycorrhizae‘ in which he considers the social production of learning as a new landscape of learning. Engeström presents a framework for conceptualising this landscape where runaway objects are created, which have the potential to gain a global scale of influence. These are then exchanged, negotiated and peer reviewed in a learning environment that is highly expansive, multidirectional and has a swarming type of engagement, which he describes as being like ‘mycorrhizae’. I think his framework does describe how I see FOAMed. Engeström had considered rhizomatic learning as a framework but felt the horizontal and vertical rhizomatic connections too limiting.
I’ve been mulling over this off and on for a few months and so hoping that whilst the rhizomatic learning MOOC is running I’ll be able to give a bit more time to exploring these ways of viewing learning further. Against the backdrop of this MOOC I’m also continuing to think about our students’ learning literacies including their digital literacy skills. Reading Ronan Kavanagh’s blog post last week ‘How Twitter cured my mid-life crisis‘ highlighted yet again how differently our students view Twitter. We’ve used Twitter to support our teaching in public health but the majority of students don’t seem to really like using it or see the point of using it to support their learning. Those that do get it put it to good use and seem to reap the benefits. We’re looking at other ways to try and engage students with all of this and make them aware of the potential but maybe we’re flogging a dead horse … or maybe they won’t get it till they’re middle aged!
Rhizomatic learning – Why we teach? by Dave Cormier
Mycorrhizal networks and learning by David WIley
I loved this series of tweets that appeared in my Twitter timeline this morning from Nick Smith. Great to see #FOAMed in action and a super example to refer to and quote in workshops on #FOAMed and the role of social media in supporting and enhancing medical education.
Many thanks to Nick for sharing his #FOAMed learning points. Vive la FOAM!!
Today I’m running a workshop on #FOAMed with at AMEE 2013, along with my colleagues Annalisa Manca and Ellie Hothersall from Dundee and Laura-Jane Smith from UCL. We’ll be giving a brief introduction to the growing movement of Free Open Access Medical Education #FOAMed. We’ll be asking our participants to identify if if they are already using elements of FOAMed and how. Annalisa is going to go over some of the educational theories that are at play in FOAMed and then Ellie and LJ will be demonstrating how they’ve adopted elements of FOAMed to support undergraduate teaching and in particular how they’ve used to Twitter to support teaching in public health and case-based discussions. We’ll also highlight some of the other FOAMed activities that are going a cross the continuum of education before we get our groups to look at how they might design a #FOAMed approach to some learning scenarios that we’ve come up with.
The slides from our session are here and there’s also a handout that I’ve put together with a brief intro to FOAMed, some examples, information on tools that can form part of a FOAMed toolkit and some tips taken from comments left by some of the FOAMed community on my last post.
Tomorrow I’m co-running a workshop on using free open access meducation – #FOAMed with my colleagues Annalisa Manca from Dundee and Rakesh Patel and Terese Bird from Leicester at the ASME Annual Scientific Meeting being held in Edinburgh.
Encouragingly the workshop is fully booked. Our plan is to give an overview of open medical education and networked open learning, some examples of #FOAMed, address issues such as digital professionalism in developing #FOAMed resources, highlight how the use of a #FOAMed approach can support the development of communities of practice/learning collectives in medical education. We’re also going to ask the participants to design a #FOAMed resource/approach around some scenarios we’ve put together.
I’m just getting myself organised for an early start tomorrow and thought it might be good to touch base with the #FOAMed community and see if anyone might want to give some advice to our workshop participants on getting the best out of #FOAMed that I could share in the workshop. For example
- why do you use #FOAMed?
- what do you think is the biggest benefit of #FOAMed?
- what’s your favourite #FOAMed resource/site?
- what tip would you give to someone who’s new to the #FOAMed approach?
- what do you like most about #FOAMed?
I’d welcome comments on the blog or you can tweet me at @nlafferty. If tweeting you might want to say where you’re from and what you’re specialty is or whether you’re a students and perhaps use the hashtag #FOAMedtips and then I can curate the tweets in Storify and publish these later and share with everyone.
If you have spare couple of minutes and can pass on a few tips or thoughts on #FOAMed that would be great 🙂
P.S. – Some updatesfor recommended viewing & reading
Simon Carley has suggested this video by the Mike Cadogan who’s been a key inspiration to many who’ve engaged with #FOAMed including me!
Various blog posts are linked here too which are recommneded reading
I’ve blogged previously about connectivity issues in the NHS and the problems with accessing Web 2.0 and social media sites that can support teaching and learning. In one of these posts I mentioned the work that the NHS-HE Forum Connectivity Best Practice Working Group, which I’m a member of. This group has been pulling together and sharing case studies of good and best practice around IT connectivity in the NHS, which locally have certainly helped us make progress in Tayside. My contribution to the working group has been to write a paper on Web 2.0 and social media in relation to education and research and this was published last week following the most recent NHS-HE Foum meeting held in London on 14th May 2013.
I had originally hoped to have the paper finalised before Christmas, however the delay perhaps has been quite timely given the Department of Health publishing its new digital strategy just before Christmas. The DoH strategy “sets out how the Department of Health will give its staff the knowledge, skills, tools and confidence to embrace digital opportunities to deliver better health, better care and better value for all.”
At the moment for staff wanting to engage in digital opportunities to support learning and collaborative research there are still barriers with access to many Web 2.0 and social media tools being blocked.
The paper I’ve written highlights the emerging benefits of Web 2.0 technologies and, whilst taking account of potential risks, outlines some recommendations concerning their access. I’m grateful to my colleagues from both the NHS and HE on the NHS-HE Forum Connectivity Best Practice Working Group for their feedback on the various drafts on the paper and their input into the final version of the document. We hope this document will prove helpful to various groups within the NHS as they seek to raise issues around the accessibility of web-based technologies.
I hope the paper will be of some use to those wanting to start a dialogue with NHS organisations about access to Web 2.0 and social media sites in the NHS to support learning and research. I’m also hoping that we can start to gather case studies that can demonstrate ways that these technologies can be used to maximise their benefits for education and research particualrly given the growing interest in #FOAMed. I’m also planning to do some follow-up work to this paper which I hope to share over the next month or so.
If you’d like to contribute a case study on good practice or are interested in connecting around these issues please do leave a comment.