Yesterday, I was pleased to facilitate an online meeting in which Rafat Jan, a midwife and midwifery educator, gave participants an insight into midwifery in Pakistan. If you would like to listen to the recording, please click onto the link here:
Expanding my world I know there are a number of barriers to online communication and quite a few nae-sayers, but when it works, it offers possibilities that just would not exist in face-to-face environments. Until recently, I knew very little about Pakistan or midwifery in Pakistan. And to be honest, I was not really interested. But through my conversations with Rafat by email and web conference I have begun to acquire an appreciation of challenges that face Pakistani midwives, and I must say that I admire Rafat and her colleagues hugely for what they achieve in the most testing of circumstances.
Using Web 2.0 to make connections The highlight of the meeting for me was that Rafat was able to make very valuable connections with New Zealand midwives who will be able to offer her ongoing support at an international level. The other interesting thing that this meeting may result in is discussions about exchange placements for students in Pakistan and New Zealand.
Where to from here I was very pleased that a number of my colleagues joined the meeting and are developing their online communication skills and ability to use Elluminate. I was particularly thrilled that a couple of students joined us. I am hoping that they will see the benefits of using this form of communication and will spread the word to their classmates and join us in future sessions.
The next open Elluminate session is presented by Dr Deborah Davis and is entitled:
Midwives making space for childbirth. Date: 23rd July 16.00 NZ. International Time.
Please feel free to leave comments or questions here about the recording, or any suggestions for future meetings. If you would like to give make an online presentation, please let me know or add your details on the PD for Midwives wiki.
I have been really enjoying my discussions with Rafat about the development of midwifery education in Pakistan and how we can share ideas and learning opportunities with our respective students. It is a real joy to become friends with a like-minded midwife.
The joys of Elluminate We have been having so much fun. We email each other, and if we're both free we just pop into Elluminate and have a chat. I have even been able to help Rafat demonstrate how it works to her colleagues. And it has really surprised me how well the technology has worked. The only time we had a problem was when my Internet connection broke down.
At the moment we're just knocking ideas around and I am really looking forward to hearing more about midwifery and nursing in Pakistan on Friday at 4pm NZ, so don't forget to join us - details can be found here. Please feel free to join us. Even if you are not a midwife, I am sure it will be interesting to talk to Rafat about education and life in Pakistan.
Sharing and learning together My long term vision is that midwifery institutions and educators will open up sessions they hold in online conferencing venues like Elluminate to any interested midwife or student, even if they are not enrolled in their institution. However, one thing we would need to think about is how we would advertise our activities to the wider midwifery community.
How could you see that working in your midwifery institution, education programs and courses?
I am still thinking about how Second Life can be integrated into midwifery education.
Petal through the looking glass On a personal level, I am learning more about Second Life thanks to people like Jo Kay, Clare Atkins and Kerry J. Last night, I joined an EdNA party to have a quick look around one of the islands of jokaydia and have a play with drums, followed by a drink around the bar. Up to recently I have not seen the attraction of Second Life compared to web conferencing programs like Elluminate. But as I become more confident in SL, I am beginning to realise that it adds an extra dimension to communication. Even though the environment and people are 'virtual', somehow things seem very real. Which as I said, makes communication so much more meanginful.
There were a number of things that struck me while I was in joykadia. Probably the biggest impression was made by Jo and Kerry who were incredibly enthusiastic and supportive - they made me feel very welcome to the proceedings.
Virtual maternity unit The obvious thing that Second Life can be used for is to build some sort of maternity unit where students can practice clinical scenarios, meet and network. I have had a look at several inworld hospitals such as the Anne Myers Medical Centre and Second Health Hospital but to be honest, I haven't found them to be very engaging.
I keep thinking about what Clare Atkins said about replicating real life; why replicate real life buildings when SL give us opportunities to think outside the square, experiment and stretch our boundaries in way that we are unable to do in a more traditional setting.
Lateral thinking This brings me back to Leigh's virtual classroom which he built as a sustainable building, based on the family, sharing and group learning. I am very interested in following a similar type of concept with regard to thinking about place of birth and midwifery education in the SL context. I am also very interested in exploring how women and students could be included in the development of a place of birth, such as I am imagining.
Anyway, I'm still learning about SL and trying to think beyond the obvious. If you have any thoughts and feedback yourself about any of this, please let me know.
Today I glanced at the number of Twitter posts or tweets I have made and I saw I have passed the 1000 mark. How did that happen? It seems like only yesterday that I started to use Twitter.
"That's the dumbest thing" At the beginning in January I wasn't too impressed and saw Twitter as a rather frivolous and time-wasting application. I certainly didn't see myself using it on a regular basis. Having said that, I did recognise the potential for midwives who are always on the move. Whilst they may be reluctant to engage with online technologies, most midwives have cell phones. So Twitter could be used to keep in touch with a wider midwifery community.
"Wow, just found a great link from Vicki" By the end of April I was starting to find that my Twitter network was growing and I was starting to use the network to find information and seek support. But I continued to be skeptical and was only using it for professional interactions eg giving out information about my latest blog posting. I was still reluctant to use Twitter in a personal way because I was very concerned that I would offend people if I posted 'trivialities'.
"I cannot stop" It was the other week when I realised that Twitter is now a very important part of my personal learning environment. I attended the International Conference on Computer Mediated Social Networking (ICCMSN 2008) where Twitter was introduced to the conference participants. I saw that I was one of only a few people who used it on a very regular basis.
Now, it has got to the stage where I can hardly bear to do without Twitter for fear of what I will miss. I am totally confident with how I use it to post both professional and personal messages - if people get fed up with hearing from me, they can always stop following me.
I use my network to ask seek advice, gain information and extend my circle of colleagues and friends. I particularly like the spontaneous nature of it, eg last night I found myself at a meeting in Second Life as a result of an invitation via Twitter courtesy of @kerryank. And I have found some fellow rugby fans so I now have someone to discuss the latest matches with.
The rewards of perseverance I am thrilled that I persevered with Twitter because it has become one of the main stays of my personal learning and development. What technology were you skeptical about at first and now find to be a vital part of your day?
My other self in Second Life is Petal Stransky. Petal came into being late 2007. Petal was never going to be a hot chick - she was just too short, and as for that bum....well...!
My daughter was not very impressed and gave Petal a slightly less fuddy duddy look a few weeks later.
In May 2008, Petal found her way to the bar in JoKaydia and the girls there took one look at her, threw their hands up in horror and gave her a radical make-over. Petal got what she had always dreamed of: a beautiful body, slim waist, long legs and luscious hair. The girls also gave her some hot new clothes.
But as much as Petal was really grateful to her fairy godmothers, she just didn't feel right with her new appearance. She wanted to go back to how she felt she really was: short, dumpy, slightly shy and grumpy at times. She just could not be grumpy in a tall 'self'. She felt like she had to be gay all the time in her new body and that was too much like hard work.
So Petal is still trying to find herself although she is going to allow herself one vanity and keep the long, flowing locks.
Any suggestions about how you feel she should look?
This week we have OSCE exams for our midwifery students which is when they have to come and demonstrate their clinical and communication skills in front of an examiner. Needless to say, feelings run high and students get very nervous.
Old age setting in Yesterday, I was 'camp mother' which meant it was my role to direct proceedings and make sure no students ran away! And my main words of comfort were...
"you're lucky, in my day..."
The dreaded midwifery viva In my day, back in the early 1980s, we had a viva, which was an oral exam.
I had to go all the way to London on the train which was an incredible adventure for me - a bit like the country mouse visiting the big city. What was particularly exciting was that I was going to meet up with my sister, who was studying in London, after the viva and we were going to have afternoon tea at The Ritz.
My destination was a huge hall filled with rows of tables. At each table sat a midwife and obstetrician poised ready to grill hundreds of students from all over the region.
The midwife and obstetrician fired questions at me for what seemed to be ages. One of the questions I remember being asked was what I would do at a home birth if there was suddenly a cord prolapse in the second stage of labour.
Harden up, girl! When I came out of the hall, I burst into tears. I cried and cried and cried..... and just couldn't stop. I had to abandon my sister and go home. I cried all the way home on the train and after six hours of solid weeping, collapsed into bed.
I think that was the most nerve-racking thing I have even done in my life. I would rather give birth than go through that midwifery viva again.
Do any of you 'old' midwives out there remember your viva? As for the rest of you, what is the most nerve-racking thing you have ever done?
I have always maintained that one of the best ways to learn about the research process is to be a research participant. That way you see research from the participant's point of view, which is invaluable when it comes to devising your own research project.
You see for yourself, for example, what sort of survey questions work; what induces people to answer questions honestly in an interview; what motivates participants to answer and return a questionnaire.
Motivating research participants One of the most difficult things about carrying out human research is motivating participants to take part, and to do what they're supposed to do... properly... ie return their forms, to fill out all the questions accurately, take the correct pills at the correct time and so on. And, of course, you must do all this without 'bribing' or 'coercing' participants.
Yet, there is nothing more frustrating for a researcher when participants do not conform or adhere to the research protocol. I mean, why sign up to be in a research project and then not do what you're supposed to do?
Bottom line: non-compliance by participants can lead to your research going down the pan.
The other side of the coin But having recently joined a research project, I am beginning to get some insight into why participants do fall by the research wayside.
I joined the digital literacy research project 5 weeks ago with the aim of learning how to make a video. I was full of enthusiasm at the beginning because I was doing something which was fun. But as time has gone on, my motivation has flagged. And as soon as I was asked to actually do some serious work ie reflect on my learning, I definitely started to lose interest.
Questioning my motives I started to question why I would want to give myself a lot of extra work for the 'fun' of it. The learning from this project will be applicable to my work, but I am actually doing the project in my own time. Why would I want to do something related to work in my own time - idiot or what?! Why on earth did I sign up to attend 10 weeks worth of workshops? I could have learned all this by myself at home- why did I need to commit myself so extensively? And so the questions continued.
Staying on track Suffice to say, I will continue the project because a) I am enjoying networking with the other project participants and b) because the researchers - good friends of mine - would kill me if I pulled out. Ultimately, I understand the research process and how important it is to follow through a commitment to a research project.
Retaining research participants This time of being a research participant has not told me anything I didn't already know about recruiting and enrolling people into research projects. However, it has re-enforced the issues of retention from the point of view of the research participant, which will hopefully make me a lot more understanding as a researcher. The main things I think are important for me to remember about my own research are:
Participants have to see the value of the research, both for themselves and the wider community;
Participants need to be reminded that their input is really valued;
They need to be fully informed about the research and all that it entails, including time commitments;
They need to be 'supported' and motivated to continue in the project - how you do that without being seen to be badgering them can sometimes be problematic.
Have you ever been a participant in a research project - how did you find it? As a researcher, what have you found to be an effective way of engaging participants in your project? Image: 'Poopsie Pig' bickbyro www.flickr.com/photos/89977706@N00/709401531
I am a participant in a research project looking at digital literacy. We are now half way through the project and I have been asked to review what I have achieved so far using an action research framework.
General Plan The first part of the plan has been to learn more about editing audio and become more familiar with Audacity ( a free program that allows you to record and edit audio). The second part, and for me the greatest challenge, is to learn how to make and edit videos. I particularly want to focus on becoming comfortable with making screencasts using Camstudio. This is a free program that allows you to video what you are doing on your computer desktop, which you can then use to show people how to use a particular computer tool.
The other tools I have been encouraged to look at for making video are Animoto and Windows Movie Maker. My criteria for the tools are that they are free to download, relatively easy to use and be accessible at work (not blocked by my institution) as well as home.
First action step I'm finding it difficult to isolate specific tasks and steps because I have been dipping in and out of all sorts of things, so I probably have lots of action spirals going on at once. But I have decided to concentrate on learning about video as opposed to audio. Another member of the project is focusing on audio, so I know I can always go to her and ask me for information as and when I need it. And there are some excellent videos on YouTube that I can consult when the time comes for me to utilise Audacity.
Evaluation I feel that I have 'more or less' completed this particular cycle. There are probably a few rough edges I need to tidy up but I now know how to use Camstudio and feel confident enough to be able to show colleagues how to use it. It's difficult making a screencast for the sake of it, so what I am waiting for is 'valid' topic to develop. Probably I should revisit the screencasts that have been made on using Elluminate - they could possibly do with being remade - what do you think?
The other thing that I can address is how to use Camtasia, which is the upmarket (and not free) version of Camstudio. I have access to Camtasia at work but did not want to include it in the DIL project because it is not a free tool.
Making a video with Animoto The first step in this process was to investigate Animoto.
Evaluation Animoto is great fun and very easy to use. I think it is a great tool to introduce to students because of its ease of access and use. This spiral is finished except that at some stage I will register to use Animoto for teaching - I just have not got an opportunity for that at the moment.
Making a video using Windows Movie Maker The first step in learning how to use WMM was to 'have a go' by myself, seeing how intuitive the program is and identifying where I need extra help.
Monitoring Where I am at now is wishing to improve my abilities and investigate WMM further. I had planned to do that at the last DIL workshop but didn't get on very well for one reason and another.
One of the problems has been that my ideas for how I would use video are scattered all over the place ranging from making family videos for personal use, to capturing midwives' stories for posterity, to making educational instructional videos. For example, I have just been inspired by this wonderful example of digital story telling by Robert Lloyd - I am sorry, but I cannot remember who drew my attention to the video in the first place. Robert tells the story of his climb on Fox Glacier in New Zealand.
http://www.youtube.com/watch?v=z23HVKjANPw
So it has been difficult to focus because I have not known what to focus on, if that makes any sense.
Making use of my time I have to be mindful of time constraints - at this stage I don't want to take on too large a project eg making a video on how to carry out perineal suturing, which is badly needed because there is nothing available on YouTube. On the other hand, I do not want to 'waste' my time and make a video that is not a time priority eg making a family video will be great fun but not the best use of my time at the moment when I have a number of midwifery courses to develop and re-assess, PhD, a book chapter and so on.
Killing a number of birds with one stone So I have decided to concentrate on making a video for a new midwifery course that I am developing. I am not 100% sure what to do, but I think it will be about professional portfolios - interviewing various midwives about their use of portfolios. This video will:
be a resource for the students taking the course;
introduce the students to a social networking tool (YouTube) that can be used for learning;
meet the goals I am trying to achieve in this research project;
give me an opportunity to model to my colleagues how video and YouTube can be used in education.
Theoretical perspective The other aspect of making a video that I need to address is the theoretical underpinning. By that, I mean that I need to look at the theory of making video:
what makes a good video;
how music and narration should be used;
what captures the viewers' attention and sends them to sleep.
Up to now, all I have been focusing on is how to use the tool. Now I need to think a little more carefully about how to use the tool to engage the viewer/learner.
What do you think makes a good video? What guidelines would you suggest I use?
More and more baby girls are either being aborted during pregnancy or left to die once they are born in India, because boys are so highly valued. The proportion of girls to boys is declining drastically.
The implications for the nation and for women is frightening.
A little while ago I ran a series of posts giving student midwives some tips for coping with life, both with studies and clinical placements. Now I would like to take a little time to think about how we, as midwives, can make clinical placements positive learning experiences for students. Whilst this post is directed at midwives, the principles are exactly the same for any health professional working with students.
In the next couple of posts I will discuss how to deal with conflict and assessment, but in this post I wish to consider clinical teaching in a more general way. These thoughts are my own and have come about from years of working with students as both midwife and lecturer.
Think about how you learn There's a reason why so many students like working with midwives who themselves have just qualified and that is because the new graduates remember what it is like to be a student.
So have a think back to your days of being a student or to a more recent situation in which you were the 'learner'.
What helped you to learn?
What was it about your teacher that really helped you learn a skill or grasp a concept?
What prevented your learning?
Now think about how you can replicate those positive learning conditions for the student you are working with. Expectations of the teaching institution One of the first things to check is that you know what the expectations of the institution are: what is the institution expecting you to do and what experience are you expected to provide? If you haven't received full information, then ask for it...and read it. Make sure that your expectations of the student is congruent with what the institution says the student should be doing. For example, it is no good expecting the student to take full charge when a woman is birthing when the student is actually supposed to be focusing on being a birth supporter.
The other important thing to know is who is the student's clinical supervisor, or the person you can contact in the institution. That way you can follow up queries and know who to give feedback to. Most importantly, you know who to go to for advice and support if you have any issues that needs to be dealt with, such as a student who is failing her assessment.
Expectations of the student One of the most important things you can do with and for a student is to take the time to sit with her and discuss what she expects from the placement and what her learning goals are - even if the placement is for a day, and even if you are incredibly busy. Taking that time to check in with the student (even if it is only for a few minutes) will reassure the student that you are taking notice of her needs, as well as guide you supporting the student.
Your expectations Be clear about what your expectations are. Students cannot read your mind so make sure you articulate what you thinking. This may range from arrangements as to how you communicate with each other, to how you want her to perform certain tasks.
Giving feedback Think carefully about how you give students feedback. There will be times when you have to intervene immediately in a situation which may be distressing for the student because it 'shows her up'. But where possible, wait to give feedback when you are both on your own and not in front of women or colleagues, especially if it is less than positive.
Be prepared to be challenged I strongly believe that midwives worry about working with students because they are afraid their practice will be criticized. But that is not usually the case at all.
Students love to ask questions because that is how they process what they are seeing with what they are taught. So don't get offended - be prepared to be challenged and don't be afraid to say you don't know. Use opportunity to reflect on your own practice. Are you as up to date as you think you are? Can the student teach you something? Working with students is a wonderful learning opportunity, not just for them but also for you.
Final thoughts
Students are on placement to learn, not to do all the dirty chores that no one else wants to do.
Students LOVE working with experienced midwives who share their expertise and knowledge in a positive, constructive way.
The way you act as a role model will be remembered by the student. That doesn't just mean the way you carry out a task but also the way you interact with women and colleagues - how you talk and behave, as well as your attitudes.
Where at all possible give students plenty of time to carry tasks, especially clinical skills.
What other tips would you give professionals working with students? If you are a student, what helps you to learn in the clinical setting? What are your thoughts about teaching and learning when you are the patient that students are 'practicing' on?
I am about to start developing a short online post-graduate course for registered midwives. It has to be delivered in a closed environment, probably Blackboard. The course only runs for 7 weeks. The course is about reflective practice and is focusing on the midwives developing and/or expanding their professional portfolios.
Introducing midwives to social networking I am really keen to introduce learning by social networking ie not just deliver written lectures in PowerPoint to download, but to encourage active participation by using social networking tools.
So, being mindful of time constraints and the fact I probably have to stay in BlackBoard, how can I introduce social networking in a way that will not overwhelm the midwives, but give them a taste of what can be achieved? The other thing I have to remember is that some of the students will only have access to dial-up Internet.
Collecting resources in del.icio.us One of the easy things I can do is collect online resources in del.icio.us with a tag specific to the course, instead of storing them in BlackBoard. By requiring the students to have their own accounts, at least I will be able to introduce them to the idea of sharing resources.
Any other ideas? I'd be grateful for your thoughts and suggestions.
Now that everyone has returned in triumph (and probably exhaustion) from the International Confederation of Midwives conference in Glasgow, it's time to think about how you can share your presentations yet further.
Online presentations Firstly, you can make the presentation again in an online web seminar - please let me know and I can add you to the program of seminars that I am currently organising. That way, you will be able to reach yet another audience and share your thoughts with people who were unable to attend the ICM conference.
Sharing PowerPoint presentations The other way you can share your presentations, if you have made them in PowerPoint, is to post them on SlideShare. All you need to do is register and upload your presentation. If you are feeling very adventurous, you can also add audio to the presentation through SlideShare.
Yesterday, I was pleased to facilitate an online meeting in which Rafat Jan, a midwife and midwifery educator, gave participants an insight into midwifery in Pakistan. If you would like to listen to the recording, please click onto the link here:
