Project Snapshot: "Medical Education in a Digital Age: An Institutional Ethnography"

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Project Snapshot: "Medical Education in a Digital Age: An Institutional Ethnography" by Mind Map: Project Snapshot: "Medical Education in a Digital Age: An Institutional Ethnography"

1. Grant Basics (protocol, timeline, REB submission etc)

1.1. Title: "Higher Education in a Digital Economy: An Institutional Ethnography"

1.2. Team

1.2.1. Anna Macleod Principal Investigator [email protected]

1.2.2. Fiona Bergin [email protected]

1.2.3. Alexia Brown [email protected]

1.2.4. Shelley Doucet [email protected]

1.2.5. Tara Fenwick [email protected]

1.2.6. Cathy Fournier [email protected]

1.2.7. Blye Frank [email protected]

1.2.8. Philip Girvan [email protected]

1.2.9. Olga Kits [email protected]

1.2.10. Karen Mann [email protected]

1.2.11. Marie Matte [email protected]

1.2.12. Grace Paterson [email protected]

1.2.13. Gregory Power [email protected]

1.2.14. Joan Sargeant [email protected]

1.2.15. Preston Smith [email protected]

1.2.16. Jonathan Tummons [email protected]

1.2.17. Emma Whelan [email protected]

1.2.18. Keith Wilson [email protected]

1.3. Timeframe: September 1 2012 - August 31 2015

1.4. Draft snapshot timeline

1.5. Protocol (SSHRC)

1.6. Ethics application (reviewed & approved by Dal REB)

2. Goals & Objectives & Deliverables

2.1. Research Questions

2.1.1. 1. How is technology-focused curriculum renewal experienced by students, faculty and staff?

2.1.2. 2. What are the social relations governing these experiences?

2.1.3. 3. How do human and non-human actors (people and technologies) influence those experiences?

2.2. Objectives

2.2.1. 1. Explore the complexities of adopting and integrating new technologies in higher education

2.2.2. 2. Describe the textually-mediated experiences of the multiple actors involved

2.2.3. 3. Document the social and technological relations/processes influencing experiences

2.2.4. 4. Mobilize insights to benefit others engaged in, or considering, integrating new technologies

2.3. Deliverables (how do we know we are successful?)

2.3.1. Manuscripts

2.3.2. Technical reports Teaching tools?

2.3.3. Conference presentations

2.3.4. local university presentations

3. MedEdDigital Open Access to Grant Data Policy & Scholarship/Authorship guidelines

3.1. ICMJE principles of authorship aka Vancouver guidelines - Updated

3.1.1. The grant supports excellence in research and research practice, including following the authorship principles outlined in the Uniform Requirements for Manuscripts Submitted to Biomedical Journals (, also known as the Vancouver Guidelines. All grant participants whose manuscript contributions meet the ICMJE criteria for authorship will be included as authors. ICJME recommends the following criteria for authorship:

3.1.2. Authorship credit should be based on:
 1) substantial contributions to conception and design; or the acquisition, analysis, or interpretation of data for the work; AND 2) drafting the article or revising it critically for important intellectual content; AND
 3) final approval of the version to be published; AND 4. Agreement to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved. Authors should meet conditions 1, 2, 3 and 4.

3.1.3. 5. All persons designated as authors should qualify for authorship, and all those who qualify should be listed.

3.1.4. 6. All contributors who do not meet the criteria for authorship should be listed in an acknowledgments section. 
Excerpted from:

3.2. Open Access to Grant Data Policy (Updated June 2013)


3.3. Open Medicine policy on guest & ghost authorship

3.3.1. Open Medicine article:

3.4. Author pooling



4. Thoughts about Data collection

4.1. Data Collection

4.1.1. Textual Analysis Texts to Review 1. Web-sites (Dalhousie, Faculty of Medicine, Undergraduate Education, Medical IT, Dean’s Office); 2. Policy Documents (Promotion and Assessment guidelines, Case-based learning guidelines, Assessment guidelines/regulations, Curriculum Committee documents); 3. Educational Outcomes Reports 4.Accreditation Standards Process 1. Environmental scan to identify most current versions of texts; 2. Develop appraisal form (Smith, 2006) focusing on textually mediated experiences of technology; 3. Review texts using appraisal form; 4. Preliminary analysis focusing on key themes Team Alexia Brown Tara Fenwick Cathy Fournier Blye Frank Philip Girvan Olga Kits Anna Macleod Karen Mann Grace Paterson Joan Sargeant Preston Smith Jonathan Tummons

4.1.2. Observation What & Where 1. Case-based Learning Tutorials (NB & NS) 2. Lectures (NB & NS) 3. Laboratories (NB & NS) 4. Formative Assessment Opportunity (NB & NS) 5. Summative Assessment Opportunity (NB & NS) 6. Committee Meetings (NB & NS) 7. Student Social Experience (NB & NS) Timeline Year 1: Begin observations at key points throughout the year Year 2: ongoing observations of select activities Year 3 final observation and preliminary analysis Process 1. Researcher education (ANT & IE) focused on observation skills 2. Data collection in NS & NB 3. Continue collection until thick, rich, yet manageable, amount of data attained 4. Conduct preliminary analysis Team Fiona Bergin Shelley Doucet Cathy Fournier Olga Kits Anna Macleod Karen Mann Marie Matte Gregory Power Preston Smith Keith Wilson Alexia Brown Where Tutorial settings Lectures (distributed) Lab (simulation) Assessment Opportunity (formative & summative) Committee Meetings Social experiences

4.1.3. Interviews Who to interview 15 Purposively Selected Faculty 15 Purposively Selected Staff 15 Purposively selected Students Timeline Year 1: initial interviews (toward the end of the year) & transcription Year 2: ongoing interviews & transcription Year 3: final interviews, transcription and analysis Process 1. Development of interview guide based on preliminary analysis 2. Researcher education focused on interviewing techniques specific to this project 3. Data collection to continue until a suitable depth of analysis is reached; 4. Transcription of recordings; 5. Preliminary Analysis Team Alexia Brown Shelley Doucet Cathy Fournier Olga Kits Anna Macleod Karen Mann Joan Sargeant Emma Whelan Keith Wilson

4.1.4. Visual photos

4.2. Fieldnotes

4.2.1. everybody

4.3. Data Analysis

4.3.1. Nvivo

4.3.2. Coding descriptive analytic theoretical codebook

4.4. Data management

4.4.1. Naming of Text files (textual analysis) For Faculty of Medicine Dalhousie specific documents we name them like this: FOMDAL_Title_year.pdf So for Distributed Medical Education Strategic Plan it would look like this: FOMDAL_Distributed_Medical_education_Strategic_Plan_2012-2015_2012.pdf For Dalhousie level documents, replace FOMDAL with DAL And with non FOMDAL nor DAL replace with EXTERNAL No spaces in between anywhere the data accessed and url must be imprinted on the document itself and removed from title Each document should have year in it Title should not have date or url of when it was accessed; rather each document should have that on the front page.

5. Project Presentations & Posters

5.1. Anna Macleod, Olga Kits, Jonathan Tummons, Joan Sargeant, Karen Mann. "Distributed Medical Education at Dalhousie University: Sociomaterial Considerations". Canadian Conference on Medical Education (CCME), Ottawa, April 2014. [accepted - oral presentation]


5.2. Anna MacLeod, Cathy Fournier, Olga Kits Passive learning


5.3. Cathy Fournier, Anna MacLeod, Olga Kits Technologies and Boundaries


5.4. Anna Macleod & Olga Kits. "Button-mediated medical education: Distributed learning in a digital age". ProPel Conference, University of Sterling, Scotland, 2014. [accepted poster]


5.5. Anna Macleod, Olga Kits, Cathy Fournier | AMEE Poster 2013


5.6. Olga Kits, Anna Macleod, Cathy Fournier | Research Protocol poster | QHR & Local medical education conference, 2013


5.7. Olga Kits, Camille Angus, Anna Macleod, Jonathan Tummons | "Open Access to SSHRC Grant Data" Presentation, 2013 QHR. Oral presentation.


5.8. Jonathan Tummons, Anna Macleod, Olga Kits | Oxford U. Conference & Draft Paper. "ICTs and the internet as field and framework: a reflexive commentary on a live Canadian/UK institutional ethnography." Oral Presentation.


6. Follow this link to go to our map of meetings, recordings & resources


7. New Potential Paper Collaborations

7.1. Pedagogical Partners

7.1.1. PDF Proposal

8. Papers Published to Date

8.1. MacLeod, Anna, Olga Kits, Emma Whelan, Cathy Fournier, Keith Wilson, Gregory Power, Karen Mann, Jonathan Tummons, and Peggy Alexiadis Brown. "Sociomateriality: A Theoretical Framework for Studying Distributed Medical Education." ACADEMIC MEDICINE (2015).

8.2. Tummons, Jonathan, Anna Macleod, and Olga Kits. "Ethnographies Across Virtual and Physical Spaces: A Reflexive Commentary on a Live Canadian/UK Ethnography of Distributed Medical Education." Ethnography and Education 10, no. 1 (2014): doi:10.1080/17457823.2014.956229.