The use of social-networking sites in medical education

Cartledge, Peter; Miller, Michael; Phillips, Bob

doi:10.3109/0142159x.2013.804909

Cited by 112 publications

(88 citation statements)

References 14 publications

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“…However, Roy et al also found that although concerns over professionalism existed, there was not actually any concrete evidence of unprofessional behaviour when social media was implemented correctly. Cartledge et al (2013) came to the same conclusion and even contacted the authors of the papers included in their study, of whom none could report any actual event of unprofessionalism. There may be however a certain amount of publication bias with editors only publishing articles with positive outcomes (Cartledge et al, 2013).…”

Section: Positive Impact Of Social Mediamentioning

confidence: 99%

“…Cartledge et al (2013) came to the same conclusion and even contacted the authors of the papers included in their study, of whom none could report any actual event of unprofessionalism. There may be however a certain amount of publication bias with editors only publishing articles with positive outcomes (Cartledge et al, 2013). Further quantitative studies are therefore needed to confirm or dispel the negative connotations linked to the use of social media within medical education.…”

Section: Positive Impact Of Social Mediamentioning

confidence: 99%

“…Social media use within medical education is no exception. Whilst the opportunities and benefits of adopting social media into medical education seem to outweigh the cons, the majority of the evidence is descriptive (Cartledge et al, 2013;Pander et al, 2014;Roy et al, 2015). There is therefore a need for more rigorous quantitative studies to evaluate its true potential and place within the educational program.…”

Section: Future Developmentmentioning

confidence: 99%

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Social Media use within medical education: A systematic review to develop a pilot questionnaire on how social media can be best used at BSMS

Whyte¹,

Hennessy²

2017

MedEdPublish

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Background: Since the early 2000s social media has become a major part of our daily lives, and over the past decade it has found its way into the medical profession. Despite its ubiquity, only 5 systematic reviews exist on the subject of social medial use within medical education. The reviews conclude that there are positive correlations linked to social media use however the studies are restricted by the same limitations: a lack of quantitative data and the fact that social media research fast becomes outdated. This review will therefore examine the latest studies in order to identify which questions remain to be answered and what areas need further development in order for social media to become a credible resource within medical education. The information gained from this process will be amalgamated to create a valid questionnaire which will produce quantitative data.

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Section: Positive Impact Of Social Mediamentioning

confidence: 99%

Section: Positive Impact Of Social Mediamentioning

confidence: 99%

Section: Future Developmentmentioning

confidence: 99%

See 1 more Smart Citation

Social Media use within medical education: A systematic review to develop a pilot questionnaire on how social media can be best used at BSMS

Whyte¹,

Hennessy²

2017

MedEdPublish

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“…Surgery personnel, like other professionals, use social media to share and communicate with family, friends, and their respected colleagues. This new technology provides easy access to rapid communication, faster networking, and instantaneous consultations and lectures [1]. As part of the Web 2.0, social media includes blogs, wikis, podcasts, and other networking options such as Facebook, Twitter, and LinkedIn.…”

Section: Introductionmentioning

confidence: 99%

Social Media Impact: Utility of Reflective Approach in the Practice of Surgery

2014

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Social media is rapidly being incorporated into medical education. We created a small group, reflective practice sessions by integrating specific medical cases to improve awareness about professionalism on social media. Medical scenarios were generated for reflective practice sessions on social media professionalism. Anonymous pre/post-session surveys evaluated residents' use of social media and gathered their opinions on the session. Thirty-eight of 48 (79 %) residents replied to the presession survey with 50 % (19/38) reporting daily digital media use, 76 % (29/38) witnessed unprofessional postings on social media, and 21 % (8/38) posted unprofessional content themselves. Of the 79 % (30/ 38) residents who attended the session, 74 % (28/38) completed the post-session survey. Residents reported the session added to the longevity of their professional career 4.11, 95 % CI (3.89-4.36). As a result of the session, they were more conscious of using the social media more professionally 3.47, 95 % CI (2.88-3.96) and would be proactive in protecting patient privacy and confidentiality on social media sites 3.96, 95 % CI (3.50-4.37). In summary, reflective practice-based sessions regarding the impact of social media on professionalism in surgery was well favored by the residents. The majority agreed that it had important implications for the longevity of their professional career. Participants reported having an increased awareness to protect patient privacy and utilize social media more professionally.

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“…Les réseaux sociaux ont été utilisés à des fins éducatives dans différentes disciplines concernant la santé, à différents niveaux d'enseignements et sur différents continents sans toutefois montrer ni une équivalence ni une supériorité par rapport aux autres médias utilisables [2] . Facebook est actuellement le représentant le plus utilisé et le plus complet des réseaux sociaux.…”

Section: Introductionunclassified

Facebook : un outil d’apprentissage en éducation médicale ?

2015

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Résumé -Contexte : La génération actuelle d'étudiants en santé fait partie des digital natives.Ils ont une appétence naturelle pour les technologies de l'information et de la communication pour l'enseignement (TICE). La majorité des étudiants utilisent les réseaux sociaux dans un cadre personnel. Les fonctionnalités de Facebook sont équivalentes à celles des plateformes électroniques. Il paraît possible de l'utiliser dans la formation médicale. Buts : L'objectif principal de ce travail était de faire une mise au point sur l'utilisation de Facebook en tant qu'outil pédagogique dans le cadre de la formation médicale. L'objectif secondaire était de discuter de ses potentialités de soutien motivationnel dans un dispositif pédagogique de formation en médecine. Méthodes : Une revue de la littérature scientifique a été réalisée. Cette recherche a été complétée par une étude de la littérature grise. Sur les 73 articles sélectionnés, 40 répon-daient aux critères d'inclusion. Résultats : Les points positifs de Facebook dans ce dispositif étaient : une maîtrise de l'outil, l'esprit d'initiative des étudiants, la production de synthèse et aide au développement d'une « intelligence collective ». Les limites retrouvées étaient : la peur de partager son travail, le regard de l'enseignant sur le profil des étudiants, la perte de la limite entre vie privée et vie publique, la distractibilité des étudiants. Nous proposons un modèle de dispositif pédagogique utilisant Facebook. Ce modèle est susceptible d'agir positivement sur le profil motivationnel des apprenants. Conclusion : Facebook peut être utilisé comme un outil d'apprentissage en éducation médicale. Sa mise en application dans un enseignement hybride lui fournit un potentiel motivationnel.Article publié par EDP Sciences The positive points were: proficiency, student resourcefulness, summary production, and contribution to the development of a "collective intelligence". The limits were: fear of sharing one's work, teacher access to one's Facebook profile, the loss of boundaries between private and public life, and student distractibility. We suggest an educational model through Facebook. The model could have a positive influence on the motivational profile of learners. Conclusion: Facebook can be used as a learning tool in medical education. Implementing it in a blended learning environment provides motivational potential.

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The use of social-networking sites in medical education

Cited by 112 publications

References 14 publications

Social Media use within medical education: A systematic review to develop a pilot questionnaire on how social media can be best used at BSMS

Social Media use within medical education: A systematic review to develop a pilot questionnaire on how social media can be best used at BSMS

Social Media Impact: Utility of Reflective Approach in the Practice of Surgery

Facebook : un outil d’apprentissage en éducation médicale ?

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