AI and Digital Healthcare Technologies Capability framework webinar

quarter to 1 12 45 and thank you all for coming those who have uh logged on uh and we hope you're able to stay with us for the whole time so uh can we ask that um all people who are joining the webinar uh have their cameras uh turned off and the microphones on mute um the uh session will be recorded uh and if you'd like to ask questions but this is supposed to be a kind of a a a chat uh and therefore um it's really helpful uh if there are questions if you can put them in the chat window which you can uh see if you click on this series of icons at the top of the screen the very first icon the model middle of the teams screen says chat if you click that a window will open I'll even do it now so I had a little column appears in in black on the right hand side of the screen and then you can write your question there and then post it using the little uh paper airplane icon in the bottom right hand corner of the screen and uh then we'll know what question you've asked and we can pose that to the panel that we've got here so uh thank you all for coming um can I start by asking uh all our panel members to just briefly introduce yourself and uh what where you work uh what your job title is um uh and I'll I will demonstrate by saying uh my name is Adrian Brook I'm medical director at health education England and my background clinically was in uh Pediatrics uh and I'm an interested uh uh dinosaur from the pre-digital age in its area so can I go over to use on your next please hello everyone lovely to be here my name is Sonia Kumar I'm a GP by background professor of medical education and I'm an associate Dean at the University of Leeds thanks uh Sonia um and can we then move on to Alan next please hi everyone I'm Dr Alan Davis I'm a senior lecturer at the University of Manchester and my background in nursing and computer science I examine and last but by no means least I've had to thanks Adrian so my name is I'm a GP in North West London I'm health education England's national clinical lead for AI and digital Workforce but thank you so um what we're going to do is just very briefly um uh kind of to introduce this session really to set the scene um and what I really just want to do here is um in fact uh just remind everyone that the uh AI digital Healthcare Technologies capability framework uh was published this morning at 10 A.M um and is available on the NHS Digital Academy website so uh that report and the framework uh build on the findings and recommendations made in the top hall review which came out in 2019 and was entitled preparing the healthcare Workforce to deliver the digital future and that outlined a set of recommendations uh preparing the NHS Workforce to become world leaders in utilizing digital Technologies to the benefit of our patients of course now we know clinical teams in the near future will be required to use AI artificial intelligence and other digital Health Technologies uh effectively and equitably uh really for the benefits of all uh and that's starting now actually uh so this is not this is not something for the human system future this is occurring as we speak but in response to this needs on health education England he is how it's foreshortened it's an arm's length body uh commission to University of Manchester to undertake a learning needs assessment and create a capability framework and that's to Aid Learning and Development of our Healthcare Workforce now the framework aims to help health care workers identify gaps in their current knowledge and errors for Preparatory activities to support digital transformation of the workforce as well as our own individual learning and this this builds these capabilities that we've just published build on the foundational digital literacy capabilities first introduced in a Health and Care digital capabilities framework so the AI digital Healthcare framework extends this with capabilities around the use of Health Data and the technologies that make use of this data for example um applications on your mobile phone or computer wearable Technologies uh software and programs Etc and this is further extended with more advanced capabilities like artificial intelligence and of course the Advent of robotics and capabilities of course range across the whole Spectrum from initial awareness through implementing these Technologies in a healthcare environment and supporting digital transformation projects so I'm going to shut up now I think that's probably welcome for everyone um and perhaps I'll turn to hatim and Alan to present the framework thank you thanks Adrian and so I'm just bringing up the slides and hopefully we can all see them give me a second yeah okay everyone can see the slides thank you enjoying to give me a yeah perfect all right so I mean I between I don't know myself we're just gonna go through the methodology behind the framework and a brief overview of what the framework includes but when I was reflecting on what I'm going to say today I was just looking back when I started my my GP training as a registrar and started uh my first placement as a GP in a practice in Haze I was doing majority face-to-face consultations and practicing in a way that seemed very familiar to me and I think going back I probably was only about two or three percent of my consultations were even telephone based so the majority were with the patient in front of me I then went into an emergency in the trainee and we hit the first wave of the pandemic and being an accident emergency I noticed certain things so I noticed how suddenly our nursing staff announced in them and see what collecting observations on on a device and while inputting them onto a system um I think the people are struggling to see the slides um so we've got messages in the chat that says they can't see the slides uh let me see if I can share theirs again give me a second so if you're going to presenter and all the uh we all disappear that might be easier can someone messaged to say with the slides on out yeah we've got some yes okay thank you so being an Annie I noticed that things were changing so it's a nursing staff were recording observations on on a system and we were having to access that system to be able to look at observations we had new healthcare records that we were using in that emergency department and I remember going in on one day uh in in pediatric a e and being told we've got this new system in place um and not really being shown how to use it not really being kind of having had the time to really familiarize myself with the system I then went into general practice and noticed the whole world had changed I you know when I logged into my my sister my suddenly had a widgets on the screen that allowed me to to text and and receive messages from patients and suddenly when I was looking at appointments I had something called an e-consultation where people were giving me information beforehanded and then I had to act upon and thinking about what I was going to do going forward and all of a sudden I was doing about 50 to 60 on my consultations uh either via the telephone or in some cases even by video consultation and I reflected on how one we got to this stage but two whether I felt that I had the best skills in place to to be able to to work in this new way and and I was also at a point where I Was preparing for my general practice exams and a key part of my exams was to to record myself Consulting with patients and a lot of these consultations were over telephone and Virginia now that became an opportunity for me it allowed me to really analyze the way I consult with patients and to reflect with my educational supervisor around how best to do that and what kind of uh mitigation I needed to take when I'm Consulting with a patient over a video call rather than over a phone or versus a face-to-face consultation and so when I came into my role at health education England it was very important for me to think about how we do our best to to help people understand what they need to know to be able to work with the types of technologies that we interact with patients with and so that's really the the key context behind why this is important it will enable people working in in Health and Care to be able to understand the types of skills they need to have when interacting with people interacting with patients and using technology passing over to Alan and I'll move the slides along thanks so I'm just going to talk very briefly about the sort of methods we use to um to create the framework so we used an iterative mixed methods approach to creating that involves co-design as well so this involved um carrying out systematic literature review to look at the academic side of things and where the different gaps were and also a series of workshops which we did online and then that was followed up by a digital survey as well next slide please I think so the the systematic literature review is really used to um to generate some initial Concepts and this was carried out by health education England's knowledge and management team and we also include as well as the academic literature we looked at the gray literature so we looked at existing Frameworks International Frameworks and other relevant policies and documents and we use this to generate a set of um a set of really groupings of topics and themes and Concepts so looking at the different things that were coming up constantly in the literature that will seemed to be important and we grouped these together roughly into what we call a concept map and that acted as the basis for the workshops to give people a starting point so they could look at the kinds of Technologies and things that we were talking about under those different main areas and Spark the the debate really so if you move to the next slide so we carried out the workshops online it was during the pandemic and we used um we used a thing called Miro which is a an interactive board that allows multiple users to work at the same on the same page basically and we also put people into breakout rooms and the series of workshops uh targeted different stakeholder groups so the first one was really around um uh so people like the top of fellows there um we had NHS clinical entrepreneurs we had in the second group we had industry Representatives so this was Babylon Health uh Google Health Barclays and Bupa and the final Workshop was focused around subject matter experts so we used each of these three workshops to use the topics to spark discussion and consider what the different capabilities might might involve and then we were able to rank these in order of importance and complexity next slide please we use something called the nominal group technique for the workshops and this is quite a useful technique when you've got people that aren't familiar with each other or you might have power Dynamic imbalances so essentially you've got this nominal phase where you privately consider the information and we did this offline prior to the workshops and then we have an item generation phase this is all around ideation so people come up with ideas without being interrupted by others and in this we captured that on Post-it notes on the Myro board and then you go back around to the clarification and discussion where you can kind of probe into the different ideas and ask people to explain them and then finally there's a voting stage where you're able to order the priority of the different items so we use this to generate a draft version of the framework next slide please and then we sent that draft framework out via a survey for wider participation so we could get more people to give us feedback we took that feedback on board and then constructed the final version of the framework that you can see in the report next slide please so the framework is as mentioned before it's built on top of the original digital literacy framework and that forms the foundation and then on top of that we've got a lot of skills around data so obviously for a lot of these Advanced Technologies wearables AI machine learning they're all built on and understanding and use of data and then on top of that we've then got those those Technologies and then on the higher end we've got things like artificial intelligence and AI so it's built up in that in that in that way basically and it sort of straddles the space between um the original digital literacy framework which is very much around basic digital competencies you know so can you switch your machine on send emails and do all these fundamental digital things and then at the other end we've got special Frameworks for special groups like informaticians and this framework very much straddles that space in between the expert Frameworks and the Very fundamental digital literacies next slide please so um the other problem we had here is how do you make a framework where you've got so many different types and roles in the NHS so many different types of workers in the HS Workforce so it'd be quite a challenge to map these these capabilities onto all those different working groups and the other problem is some of these work working groups will have different roles so you might be a clinical nurse but you might also be involved in informatics projects for example so you might wear multiple hats so to get around this we use archetypes instead so essentially we map the capabilities onto archetypes and then people can self-identify which archetype or archetypes they belong to or their their managers can do this as well and the archetypes include things like Shapers so this can be people in leadership positions or arms arm length bodies we've got drivers so this can be your cios and ccios creators so these are people that are actually creating some of this stuff Engineers data scientists and then we've got embedders so these are people actually embedding some of these things into the into the various systems so it team things and so forth and then we've got the users as well so people actually use the Technologies and and it is possible that you you can you can come into one or more of these different archetypes at different points next slide please we also use something called Bloom's digital taxonomy so for any Educators out there you're probably quite familiar with blooms it's quite a popular framework that's often used in in education and this is a digital version of that framework and we mapped all of the different capability statements onto Bloom's taxonomy as well and it really includes moving from lower order thinking skills through to higher order thinking skills so at the lower end you've got things like remembering things and and basic understanding moving through to application analyzing evaluating and then creating so we use Bloom's taxonomy across the framework and and through the different sections as well next slide please so the framework itself is split into a number of of key domains and these domains include things like digital implementation digital health for patients in the public ethical legal and Regulatory considerations human factors Health data management and artificial intelligence next slide please and a number of these domains also have subdomains so you can see there for example that they break down further so AI includes things like robotics we've got things like management and Leadership under human factors and ethics and regulations under under the legal issues and so forth and inside each of these we've got a number of individual capability statements next slide please so on each of these um uh domains and subdomains we've got a number of statements split into four levels they're split into four levels to make this compatible with the original digital existed framework so it's a familiar structure and the levels really just infer increasing complexity or difficulty so level one is going to be easier than level four and then within each of these levels you've got the actual capability statements themselves and then these are mapped onto those different archetypes that you can see at the bottom there so that's a that's a quick Whistle Stop tour through kind of how we designed the framework and kind of what the framework consists of and I'll pass back to hacking thanks Helen and a key message here is so it's great we've got a framework we've got an idea at a very early stage of what these capabilities might be but how do we make sure that one is sustainable and two we get the impact we need to get in terms of me being in my clinic room as a GP the type of skills that I would need to be able to work the touch technologies that I'm interacting with and so the first thing is to say that technology is fast adapting and in our framework we've done our best to make sure that we're technology agnostic but we need to make sure that we continue to keep live to to advancements and developments in this area and so we're going to be doing some work to make sure we have a a mechanism in place to continue to review and refresh the capabilities with the free and ruin the framework as well as building new areas as things emerge in in policy and in healthcare the second part is we want to empower individual Learners to be able to use this framework so it's about embedding it into existing health education England learning platforms or tools um such as the The Learning Hub so that individuals can really measure their own learning their own aspirations for where they want to get to and and that will then drive them forward in terms of what kind of skills they develop uh based on that material out there and then the final part is to be able to make sure we're working with their educational bodies uh like like people like Sonia who is working within a higher education institution or our oral colleges or our professional Regulators to be able to support the educational reform that we need as a result of the learning that we have developed over the past year and a half in developing this framework and so that we know that when I am entering my TP training I have it quite clearly within my remit to be able to develop these skills naturally within the competency and the capabilities that I need to build as part of becoming a GP I hope that's been a helpful overview of the framework but um I'll pass it back now over to to Adrian for for the discussion uh thanks hatima and thanks Alan for for a kind of enlightening uh tour through the uh rationale background development and deployment of the framework so so thank you very much what we'd like to move on now to is discussion on um how we can Implement that framework uh in undergraduate and uh postgraduate uh training so um and I'm going to turn to uh to hatim and Alan and Sonia I mean we have got this you know this uh funny Triad between if you like the individual uh the framework uh the places individuals are in for example you know uh postgraduate or undergraduate courses um and we've got the changing landscape as well so we've got lots of moving targets um and of course we've got a regulatory framework as well to navigate as well because some healthcareers are highly regulated field for obvious and very good reasons which may not always be quite as adaptive well I would imagine I don't know if anyone would like to kind of comment on some of the difficulties that that throws up you know maybe around assessments or stuff I can go first and then so whenever oh when we kicked off this piece of work I think we made it very clear at the start that we needed to be engaging with educational bodies right from the start to be able to help them understand one why we're doing this and two how they might use the product at the end and then some early examples of where that's been in effect is is for example the British Institute of radiology so we did a piece of work in in January of last year that looked at the AI and data tuber Technologies in the NHS and what Workforce groups they affect at the top of that tree we saw a radiology Radiologists and near the top Healthcare scientists as well and so incredible conversations off the back of that with the British Institute of radiology we were able to say well look this is going to be really important for your membership it's going to be really important for those that are working in the professional groups that you're responsible for what can we do to to enable the that learning that these groups need to need to have to be able to work with these Technologies and we've got a webinar series and and some learning materials that are being developed by the British Institute of radiology and are launching at their uh AI annual Congress as well in a few months time and so the key is is to find the the bodies that are you know really valued at the importance of this and are looking to to work with us to just to build some of that proof of value uh for for uh the learning in this space no thank you so it sounds like some colleges are kind of acknowledging this and you know sometimes we say in education only the assessment drives learning and therefore if you're going to be asked about it in the exam that's quite a powerful driver um clearly a lot of the workforce is not in training or education but it's post-training as it were in in service roles um but still needs to know so the the if you like the examination uh press all to make you learn it's slightly less urgent um but I'm just wondering for example uh stuff like um uh finals uh for undergraduates you know what what's the inclusion in of the digital uh uh kind of agenda in that and how how might this framework relate to that uh Sonia can you can you uh know your GP but I'm I'm thinking things like licensing exams and stuff like that yeah no I've involved in medical education for quite a number of years um I mean I have to say first off I mean I'm really excited by this because it's a very clear outline of the domains that you need to consider with digital Health Technologies but I think equally I'm also quite worried about um how the Health Service is sort of moving at Breakneck speed in how we're adopting digital Technologies and indeed how Society is as well we all know that there's Google there's wearables there's apps you know digital health is part of our everyday lives but yet when you look at the training needs and how it's being integrated into undergraduate curricular and that's across the Health Professions postgraduate curricular um you do start to think that actually digital Health at best is is sometimes mentioned it isn't it isn't a strong theme and I think uh one of the really sort of beautiful ways of highlighting this is the medical licensing exam which comes in just for medical students in 2024 doesn't really mention digital Health even though it does have an area around around capabilities um I did a bit of a look yesterday and I was putting in words like technology digital remote Consulting anything that could encapsulate what we're talking about today and it just isn't reflected and that that that's new that that isn't that hasn't even been launched yet that's coming out in 2024 so that disconnect between what Society is is moving ahead with what the NHS and ages moving ahead with but yet how educational bodies and that's undergraduate and postgraduate are sort of somehow lagging behind I think will be will be a problem not only for dissemination of this framework but actually the bigger thing is is actually how are we supporting our patients rather like you her team I remember a patient coming in with their genome profile and I had a student in with me you know I was totally out of my depth I've had to counsel the patient about their risk with for various conditions um so not only is there a training need for our pipeline our students there's a huge training need for our trainers you know who who is going to be teaching our students all of these six domains around digital health so I don't know I don't want to use the word emergency but I do think there is a digital Health Emergency that we need to address uh thank you so much that's really um uh kind of powerful what was call to action isn't it that the that we need to catch up across the system um maybe this reflects a societal a wider societal issue where we've got the kind of inexorable and ever quickening March of Technology and across Society we struggle to catch up and are playing catch up with it but from a kind of legislative point of view uh uh and if you like this is an aspect um in a in a in a part of medical education or Healthcare education and practice so I think that's a really powerful observation um and it we have got this strange situation have we not and I'd be interested to hear people's comments on this that you know that everything is moving really quite rapidly now normally in in a lot of healthcare knowledge and understanding it sort of held behind a kind of uh a bit of a Mystic shroud of learning isn't it so we've had this uh aspect of the uh the doubling time of medical knowledge and it used to be 50 years and then 25 years and then 10 years and I think it's currently at about 70 days and shrinking um but for technology which is often you unreleased in a commercial setting first and then adapted for healthcare rather than the other way around actually if you like our public our way ahead of us in terms of their use and so and often their sophistication um certainly for some parts of the population so I think that's another challenge how how do you do you think the framework will help um our Healthcare Workforce um uh if you like map their progress in a Learning Journey that helps equips them to meet that challenge perhaps I'll ask Allen because you you described the construction of the framework yes thanks actually I think I think it has the potential to do that definitely we've certainly been um we've we've put parts of the framework and mapped that against our new clinical data science program for example so we're trying to um try and embed these things in in some of those postgraduate work that we're doing we've also got a lot of stuff going on in nursing at the University of Manchester so um particular modules and courses you know a lot of them tend to be postgraduate focused though because you know there's a lot of crowded curriculum in a lot of these medical professions so in medicine and nursing they're always putting more and more things in and obviously digital is very important but often we're seeing um you know that it's maybe not getting the attention that it deserves but some people are also trying to embed that into normal normal kind of um practice and put it into other units and other things which I think is a good idea it's another way to to embed some of the digital stuff in there as well so we're seeing sort of more and more adoption of these things and if it can be incorporated into other modules and interdisciplinary learning as well when we're working with other professional groups because that's what happens in reality isn't it you're going to use this technology a lot to communicate with other groups and other departments and really we need to start embedding this early on in the undergraduate and postgraduate curriculum so I think definitely having that framework and the ability for people to sort of look at that and see what those requirements might be certainly gives um Educators something they can start to work with and start to make sure that they're including some of those main elements so so early adoption uh dissemination and uptake kind of key key themes I think coming out of your answer and um how might you see that for example um or Sonia in GP training given that that's both your clinical backgrounds is that something you've you've seen uh um you know I don't want to make presumptions but I suspect had him slightly closer to training than Sonia but I'm maybe not very not very much so but I'm from from your point of view uh hatim have you seen that or Sonia have you seen that in practice so my reflection during my training is I think that we're on a journey here assembly we were on with leadership with quality improvement which are areas that have you know fell in quite naturally into the the GP portfolio or GP kind of workplace based assessments and now when I was training that whilst there wasn't a a specific section around digital I made sure that I did a lot of reflection on the way that I use digital Tools in in the way I interacted with my patients and I did a I spent a lot of time thinking about well actually did that make things better did that help the the case or did that actually make things worse was that the right modality to choose to communicate with that patient and was I excluding them from from Care by by using that modality and I spent a lot of time reflecting on these things more naturally purely because it was important to me but I think we do need to create the conditions within the portfolio to to support people to to be able to do that reflection and and to be able to make to understand that better because ultimately this is all about safe ethical patient care and and to be able to deliver safe ethical patient care need to be able to be competent in working with the tools that you're working with and understand their strengths and their limitations um I just sort of I suppose just adding from an undergraduate perspective um you know I think the evidence around I wrote a paper around this the evidence around how you teach digital Health how you actually embed this in curricular is quite sparse so I think that there's there's a real Gap there is how do we actually get this information um and and skills and values around digital inclusion out to our students clearly powerpoint's not going to do it you know teaching our students all of this in lectures isn't going to do it I mean one thought that I have is is one and this is bringing in my experience around community-based learning and and being a GP is that students and also just building on what you said a team around quality improvement one thing that I have done one previous to my role at the University of Leeds I was at Imperial College London for 10 years and one thing that we did there is that the students year three medical students did what we call Community Action projects and we sort of focused these around Hot Topics such as covered vaccine hesitancy um and Just one thought is that students could do quality improvement projects with communities in that they learn the knowledge base and the skill bases around digital Health but they do that through working with communities in upskilling communities in digital literacy so you sort of have a double win there that not only the students learning but actually they're learning through service because I do think that we need to think about training needs not just of our Healthcare professionals but also the gaps in our in in patients we need to empower them so that when they are coming with information they've been able to do a little appraisal of the information themselves and that they're not spending huge amounts of money in time on digital Health Technologies that may not be best for their health that's really helpful insight actually so we do have a question and so thank you for the questions and comments which are coming through on the chat we have a question from Jane Daley um that that whized in at 12 29 for members of the panel who want to look at the question um before I fire out with you so it says digital first will only be integrated or embedded if Workforce contracts and the rewards and recognition system is revolutionized how does this align with critical and strategic workforce planning I've got a horrible things I read that and I might come back my way but um does anyone want to kind of start off with that uh as a response yeah I can kick us off financially agent it'd be great to have your views on that as well but um I guess the way the way I see this is it's important uh this is a particular group that we haven't necessarily focused on just now we've been talking about undergraduate and postgraduate uh training but actually there's a whole group around continuing professional development who are out there working in the NHS that will need to equally have these skills looked at and be able to kind of be supported to be able to keep their skills up to date or develop their skills where caps lie and I think the key here is is culture of an organization top-down leadership in terms of saying this is important to to be able to develop the skills in this area making sort of these things are built into uh annual appraisals so that you're able to at some point you know look at your digital literacy use as something like this digital self-assessment tool that we're developing at health education in England and piloting in in in in in in in the north of the country to be able to say where am I right now and where do I need to go and have a really open and Frank conversation with your line manager in terms of how you then develop those skills and why it's important that you develop those skills and and so if you have all of that kind of naturally happening within an organization you're going to be more digitally mature as an organization and and so it's important that we work with with providers to be able to to enable that but thanks thanks for team yeah I think from a workforce planning is really quite a complex thing isn't it because a lot of planning is um there's kind of short medium and long-term planning and some of that planning uh you know long-term planning assumes or if you like has foresight that there will be a great deal of digital uh technological change um and yes it can be exact in uh articulating exactly what it would look like or how it affects uh if you like the um you know what's often the only workforce planning Cycles as circles as productivity or your Workforce requirements or your learning requirements even so it becomes really quite an exact science at that stage um and as we know uh kind of current progress is not always a good kind of predictor of future growth um in in the area so um it's it's it should be quite easy I think is the answer it's actually very very difficult to to do accurately Beyond very broad assumptions I think that's one of the issues so it's a really good question that I'm kind of highlighting uh some of some of the difficulties in in trying to do that I think reward is a really useful kind of um uh local example of how you can reward your Workforce for training um and pursuing that um that knowledge journey and competency and capability Journey amongst uh for digital uh and we know for example there are yeah areas of practice and so take the example of um a diagnosis of stroke where AI Technologies for for Imaging to um to diagnose uh kind of Strokes which are amenable to intervention I think that's my understanding of the technology that's being used you know that's grown from about 10 uptake a couple of years ago and it's about 70 of units are now using it so that there's that rapid growth it would be quite hard to predict um although it's incredibly welcome and some of the other technological learning advancements which require great team to play with if you like skill individual skill might take a bit longer and of course need guarantees and regulation because um you know you don't be doing robotic surgery um on people if you're not properly qualified to to undertake that procedure for example it's a very simplistic view so um I think Alan you have your hands up so please do come so I think hatim was first no that's fine I took it off I took it off don't go for it I was just gonna yeah I was just gonna say another another thing that I think is quite important with this as well is we talk a lot about the the digital literacy but as the Technologies get more advanced they're often closely associated with data so there's this concept of data literacy as well where you know if you're if you're not putting the right data into it or or doing that in the right way obviously what you get out of it can be affected so I think that's another key thing is also having access to this data for people to learn from as well and to learn how to use data and therefore you know so it's not just the tools that we need to sort of teach people it's the data that goes into the tools and how that's collected and maintained as well as it were and also you know we often have trouble with that in Academia getting access to real data sets and things like that to train people on so we're looking at things like synthetic data and um you know using things like electronic health record systems and using sort of fake data and things like that but again the sooner we can get people using some of these tools and the data that's associated with it as well and getting them comfortable with using data that's going to help as well in this in this area I think great so that's a really good question from Catherine uh warley uh at 12 34 for the um timestamp aware amongst the panel which is do we need to upskill the trainers first uh can't teach effectively something you don't understand yourself which is a fantastic question uh Catherine an incredibly true um uh so uh who would like to have a go at answering that uh Hattie and I saw the ghost of a nod there so that that make that means it's used no I'd love to hear Sonia's opinion on this as as a senior educator and what your thoughts are in terms of one I think we won't I'm hoping we're all going to say yes and two how do we then do it well so I suppose just turning this on its head so um this is pre-covered I think 2017 2018 I uh or maybe no it was around 2019 it was around the time of the total review I set up a module for medical students called digital Health Futures and looking at it it wasn't particularly forward thinking but you know it was it was on the basis of the total review which was um where we really started to embed some of this learning for medical students um and what became apparent exactly as you say Catherine is that none of us really knew as much as the students and so that really is where the light bulb hit that actually I do wonder whether it is the new generation it is our students that will be upskilling us um obviously we don't want to do complete reverse teaching but I do think there is something about co-creating um any curricular changes with our students they are so completely Savvy not only with just digital Tech on their iPhone their smartphones but also around that there are a lot of students that are really um really excited about digital health and know a lot about it and so when we ran this module the students were absolutely teaching us and so when we developed the module and we presented uh some of our work at conferences we were very much working alongside students so I think the how has to be with the new generation who have been brought up with digital education and digital health great and of course there's nothing to stop our Educators from using the same capability and competency framework themselves plot their own Journey um and make sure they're teaching to the right level um that as you say you've got to understand a subject properly to be able to teach it well uh I think that's one that really important observations um so we're we're just coming to the end we've got the last couple of minutes so there's one very quick question which I'm hoping there'll be a really quick answer to um that uh I think talks about the digital literacy assessment from Kerry O'Reilly um this is a digital literary assessment is this available for wider use so um yeah to my understanding the digital uh self-assessment tools is currently being piloted and it's not open for for wider use as of yet but but um but hopefully we'll be soon and I'll I'll share a link in the chat to the website so that people can stay updated in terms of its progress that that that's brilliant fantastic there are lots of really interesting um and insightful comments on the chat um uh and I can reassure you as we approach the last minute of the uh webinar because I think we log off at 12 45. um that um a recording of the webinar uh will be me will be made available um and it'll be on the darted web pages uh so uh and we'll add a link in the chat um uh I I hope we'll come soon um and there's a Twitter Channel um at NHS Digital Academy um so I think this conversation and the development can be followed on on that uh on Twitter um and I think I hope I hope the link can get posted into that as well so I I would really really like to um thank our panel today I'd like to thank Sonia um for uh for uh our inputs and development of this I'd like to thank Alan simile thank you so much and I'd like to thank him for really kind of uh helping coordinate and drive a lot of this in he so thank you so much I'd also like to thank Beth and Emily who you won't see on this um webinar but basically if without their um uh abilities to organize and Corral us four of us into a room albeit virtually at this time um none of this would happen thank you so much for listening and tuning in um and uh I hope we'll have further conversations and look forward to you all joining us in the future thank you good afternoon

2023-03-06 01:17

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