Digital Literacy

This is the first skill in the Pre-MOOC track. It requires only a smartphone or shared computer with internet access. It is designed for:

• Medical students entering Year 1 with limited computer exposure
• Community health workers transitioning from paper-based systems
• Nursing and allied health students
• Health facility administrators

In many African medical schools, students arrive with smartphone experience but limited computer and file management skills. This skill bridges that gap.

Steps

Step 1: File Management (30 minutes)

1. Create a professional folder structure on your device:

   Health_Professional/
   ├── Academic/
   │   ├── Year_1/
   │   └── Resources/
   ├── Clinical/
   │   ├── Case_Notes/
   │   └── References/
   └── Certificates/
   

2. Create at least 3 folders and 2 subfolders
3. Create a blank document and save it into the correct folder
4. Rename, move, and copy a file between folders
5. Take a screenshot of your folder structure

Step 2: Cloud Storage Setup (30 minutes)

1. Create or sign in to Google Drive (or OneDrive)
2. Replicate your folder structure from Step 1 in the cloud
3. Upload a document to the cloud
4. Share a folder with a colleague using "viewer" permission
5. Understand the difference between:
   • Private (only you)
   • Viewer (can see, cannot edit)
   • Editor (can modify)
   • Public link (anyone with the link)
6. Take a screenshot showing your shared folder with permissions

Step 3: Professional Communication (20 minutes)

1. Compose a professional email to a hypothetical supervisor requesting a meeting. Include:
   • Subject line (clear and specific)
   • Greeting
   • Purpose in 2-3 sentences
   • Proposed time
   • Signature with name, title, institution
2. Attach a document from your cloud storage
3. CC vs BCC: Write a brief note explaining when to use each

Step 4: Internet Safety and Credibility (20 minutes)

1. Evaluate 3 health websites using the CRAAP test:
   • Currency (when was it updated?)
   • Relevance (does it address your question?)
   • Authority (who wrote it? credentials?)
   • Accuracy (is it evidence-based? references?)
   • Purpose (informational, commercial, advocacy?)
2. Score each site 1-5 on each criterion
3. Identify a phishing attempt: Review 3 example emails and identify which one is a phishing attempt. Document the red flags you spotted.

Step 5: Account Security (20 minutes)

1. Set up two-factor authentication (2FA) on at least one account (Google, university email, or social media)
2. Create a strong password using the passphrase method (4+ random words)
3. Document: Why is 2FA important for health data systems?
4. Take a screenshot showing 2FA is enabled (blur sensitive details)

Artifacts

You must produce all 4 artifacts to complete this skill:

1. Organized Cloud Folder — Screenshot of your professional folder structure in Google Drive/OneDrive with at least 3 folders, 2 subfolders, and 1 shared folder with correct permissions
2. Professional Email — Screenshot or copy of the composed email with attachment, proper formatting, and CC/BCC explanation
3. Website Credibility Assessment — Completed CRAAP evaluation table for 3 health websites plus phishing identification with red flags documented
4. Security Setup — Screenshot of 2FA enabled, plus a 1-paragraph explanation of why account security matters for health data

Assessment Criteria

Passing score: 10/15 (at least "Adequate" on all criteria)

Common Mistakes

1. Using personal folders for professional work — Always separate personal and professional files from day one
2. Sharing with "Editor" when "Viewer" is appropriate — In health contexts, oversharing permissions can violate data policies
3. Weak passwords — "hospital123" is not a strong password. Use passphrases: "mango-river-stethoscope-dawn"
4. Ignoring phishing red flags — Health systems are increasingly targeted. Urgency, misspelled domains, and requests for credentials are red flags
5. Not backing up to cloud — A stolen phone shouldn't mean lost academic work

Related Skills

• Next: Gen AI Basics for Health — Learn to use AI tools safely in health contexts
• Next: Health Data Awareness — Understand health data rights and responsibilities
• Leads to: Digitalize Paper Records — Apply digital skills to convert paper health records
• Leads to: FHIR Resource Basics — Work with structured health data

References

1. UNESCO (2018). A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2. UNESCO Institute for Statistics.
2. ITU (2020). Digital Skills Toolkit. International Telecommunication Union.
3. WHO (2021). Global Strategy on Digital Health 2020-2025. World Health Organization.
4. Akhlaq, A. et al. (2016). Barriers and facilitators to health information exchange in low- and middle-income country settings. Health Policy and Planning, 31(9), 1310-1325.
5. Makerere University (2019). Digital Literacy Assessment of Medical Students in Uganda. BMC Medical Education.