Professionalism and social media: an interprofessional learning activity

Hatch, Tara; Bates, Heidi; Khera, Sheny; Walton, Jennifer L.

doi:10.1111/medu.12334

Cited by 5 publications

(4 citation statements)

References 1 publication

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“…Students who have used social media for many years may feel that studying social media communication skills is not relevant to their dental education and does not need to be addressed in an educational setting. This tendency to discount the need for structured learning in an area in which students believe they have the upper hand over faculty showcases the notion of unconscious incompetence 57 …”

Section: Transition To Health Professions Studentmentioning

confidence: 99%

Social Media in the Dental School Environment, Part B: Curricular Considerations

Spallek

Turner

Donate-Bartfield

et al. 2015

Journal of Dental Education

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The goal of this article is to describe the broad curricular constructs surrounding teaching and learning about social media in dental education. This analysis takes into account timing, development, and assessment of the knowledge, skills, attitudes, and behaviors needed to effectively use social media tools as a contemporary dentist. Three developmental stages in a student's path to becoming a competent professional are described: from undergraduate to dental student, from the classroom and preclinical simulation laboratory to the clinical setting, and from dental student to licensed practitioner. Considerations for developing the dental curriculum and suggestions for effective instruction at each stage are offered. In all three stages in the future dentist's evolution, faculty members need to educate students about appropriate professional uses of social media. Faculty members should provide instruction on the beneicial aspects of this communication medium and help students recognize the potential pitfalls associated with its use. The authors provide guidelines for customizing instruction to complement each stage of development, recognizing that careful timing is not only important for optimal learning but can prevent inappropriate use of social media as students are introduced to novel situations.

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Section: Transition To Health Professions Studentmentioning

confidence: 99%

Social Media in the Dental School Environment, Part B: Curricular Considerations

Spallek

Turner

Donate-Bartfield

et al. 2015

Journal of Dental Education

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“…52,54 Even though students understood the need for professionalism when using SoMe for medical education, 49,93,107,125,132,133,134 they appreciated educational interventions with regards to this. 40,56,135,136 Studies suggested privacy concerns were a barrier to effective SoMe use 47,64,69 but closed SoMe groups or bespoke networks may alleviate such concerns. 53,74 This does, however, limit global interactions 53 and only three studies identified accessing expertise from around the world as an advantage.…”

mentioning

confidence: 99%

Social media in undergraduate medical education: A systematic review

et al. 2021

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Introduction There are over 3.81 billion worldwide active social media (SoMe) users. SoMe are ubiquitous in medical education, with roles across undergraduate programmes, including professionalism, blended learning, well being and mentoring. Previous systematic reviews took place before recent explosions in SoMe popularity and revealed a paucity of high‐quality empirical studies assessing its effectiveness in medical education. This review aimed to synthesise evidence regarding SoMe interventions in undergraduate medical education, to identify features associated with positive and negative outcomes. Methods Authors searched 31 key terms through seven databases, in addition to references, citation and hand searching, between 16 June and 16 July 2020. Studies describing SoMe interventions and research on exposure to existing SoMe were included. Title, abstract and full paper screening were undertaken independently by two reviewers. Included papers were assessed for methodological quality using the Medical Education Research Study Quality Instrument (MERSQI) and/or the Standards for Reporting Qualitative Research (SRQR) instrument. Extracted data were synthesised using narrative synthesis. Results 112 studies from 26 countries met inclusion criteria. Methodological quality of included studies had not significantly improved since 2013. Engagement and satisfaction with SoMe platforms in medical education are described. Students felt SoMe flattened hierarchies and improved communication with educators. SoMe use was associated with improvement in objective knowledge assessment scores and self‐reported clinical and professional performance, however evidence for long term knowledge retention was limited. SoMe use was occasionally linked to adverse impacts upon mental and physical health. Professionalism was heavily investigated and considered important, though generally negative correlations between SoMe use and medical professionalism may exist. Conclusions Social media is enjoyable for students who may improve short term knowledge retention and can aid communication between learners and educators. However, higher‐quality study is required to identify longer‐term impact upon knowledge and skills, provide clarification on professionalism standards and protect against harms.

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“…26 Several opinion articles also referred to the incorporation of teaching on professional use of social media, including obstacles that may be encountered, eg the high risks of exploratory learning. 8,43,46,48…”

Section: Author(s)mentioning

confidence: 99%

“…Abdelkarim and Sullivan 25 Arnett et al 31 Beebe et al 0 Brown 34 Jorgensen 38 De Groote et al 27 Gonzalez and Gadbury Amyot 23 Haas and Park 33 Hamm et al 32 Hatch et al 46 Hughes 37 Khatoon et al 24,29 Kothari et al 22 Levin 39 McAndrew and Johnston 47 Meerschaert 40 Perel 58 Risk 41 Snyman and Visser 28 Spallek et al 43 Stein et al 45 Hancocks 54 Oakley and Spallek 48 Peltier and Curley 55 Roucka et al 52 Affleck and Macnish 50 Chan 57 Drone 35 Foster 53 Henry and Pieren 26 Henry 36 Khatoon et al 44 Mc Crory and Jacobs 5 Neville and Waylen 51 Parkinson and Turner Schafer 56 Spallek et al 42…”

mentioning

confidence: 99%

Conflicting demands that dental professionals experience when using social media

et al. 2020

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Introduction There are many conflicting demands for dentists and dental care professionals (DCPs) when using social media, for example between using social media for marketing and as professional provider of information. To gain a fuller understanding of how dentists/ DCPs should optimally use social media, these conflicting demands need to be explored. The aim of this scoping review was to map out the current state of the literature describing the conflicting demands encountered by dentists and DCPs when using social media and the approaches used to manage these conflicting demands. Methods A scoping review was carried out. PubMed and Web of Science Core Collection were searched using inclusion and exclusion criteria. Data was extracted from the identified articles and analysed. Results The review identified 39 articles for inclusion. Conflicting demands were related to marketing and education with little information

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Professionalism and social media: an interprofessional learning activity

Cited by 5 publications

References 1 publication

Social Media in the Dental School Environment, Part B: Curricular Considerations

Social Media in the Dental School Environment, Part B: Curricular Considerations

Social media in undergraduate medical education: A systematic review

Conflicting demands that dental professionals experience when using social media

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