Unprofessional behaviour on social media by medical students

Barlow, Christopher Jake; Morrison, Stewart; Stephens, Hugh; Jenkins, Emily; Bailey, Michael; Pilcher, David

doi:10.5694/mja15.00272

Cited by 57 publications

(61 citation statements)

References 10 publications

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“…However, our data showed no significant statistical gender difference similar to Avci et al’s study [11]. We found that YouTube is the most used website (93.8%) followed by Facebook (65.9%), which does not match with the results of Barlow et al’s study (Facebook, 99.4%; YouTube, 96.9%) [12]. On YouTube, it is easier to search for specific topics, to share it with others without the need for an account, and to find a variety of examples on the same subject.…”

Section: Discussioncontrasting

confidence: 83%

Use of social media in education among medical students in Saudi Arabia

Alsuraihi¹,

Almaqati²,

Abughanim³

et al. 2016

Korean J Med Educ

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PurposeSocial media (SM), a virtual place where people can share, exchange, and communicate their ideas and knowledge, has become the new trend in communication and learning. This study aims to explore Saudi Arabian medical students’ usage of SM and to discover the most common resources used in medical education. Furthermore, it aims to illustrate students’ belief about the influence of SM on their learning.MethodsThis cross-sectional study administered validated questionnaires to medical students from different universities in Saudi Arabia, via emails, Twitter, Facebook, and short message service. A non-probability sampling technique was utilized and a sample size of 381 students was arrived at, using 95% confidence interval and 5% margin of error, since the total number of medical students in Saudi Arabia is approximately 36,000. The total respondents were 657 students from 23 different Saudi Arabian medical schools (females: 60.5%, n=397; males: 39.5%, n=260).ResultsThe questionnaires of 21% of the students (n=139) were excluded from the analysis since they were incomplete. The most common website used by both genders was YouTube (42.3%, n=185); however, males preferred using Twitter and Wikis (p=0.001). With regard to utilizing SM for learning, 95.8% (n=419) of the students believed that it is beneficial. Females stated that SM helps them link basic and clinical science (p=0.003).ConclusionMedical schools need to improve the utilization of SM by their faculty and students by developing activities and encouraging the usage of SM in education.

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Section: Discussioncontrasting

confidence: 83%

Use of social media in education among medical students in Saudi Arabia

Alsuraihi¹,

Almaqati²,

Abughanim³

et al. 2016

Korean J Med Educ

View full text Add to dashboard Cite

show abstract

“…There were no breaches of patient confidentiality found in our study. Similarly, Barlow et al reported a substantial level of unprofessional content (34%) amongst Australian medical students – mainly depictions of intoxication (301 students, 34.2%) or illegal drug use (14 students, 1.6%), or posting of patient information (14 students, 1.6%) . Kitsis et al noted significant differences in levels of self‐reported unprofessional (self‐posting of profanity, depiction of intoxication and sexually suggestive material) online conduct between students and faculty at an American university , suggesting that graduates have a greater awareness of their online responsibilities.…”

Section: Discussionmentioning

confidence: 99%

An assessment of professionalism on students’ Facebook profiles

Nason

Byrne

Nason

et al. 2016

Eur J Dental Education

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IntroductionWith the advent of social media, healthcare professionals not only need to be conscious of professionalism in their face‐to‐face interactions but also in the electronic environment. The aim of this study was to assess the level of online professionalism on Facebook profiles available for public viewing of students from a dental school.Materials and methodsA search was performed via a new Facebook account of all students in the University Dental School (dental hygiene, dental nursing, dental science and dental technology). Profiles were categorised as ‘private’ or ‘public’. Demographic details and photographs/comments of unprofessional behaviour were recorded for each individual Facebook profile. Each profile was subsequently scored with regard to professionalism based on a previously published score.ResultsThere are a total of 287 students in the dental school. Of these, 62% (n = 177) had a Facebook account. Three per cent (n = 6) had a public account (fully accessible) whilst 97% (n = 171) had a private account (limited access); 36% (n = 63) of students mentioned the dental school/hospital on their profile; 34% (n = 60) had questionable content on their profile whilst 3% (n = 6) had definite violations of professionalism on their profile; and 25% (n = 44) had unprofessional photographs on their profile. Of those with unprofessional content, 52% (n = 23) of these had a documented affiliation with the dental school also visible on their profile.ConclusionThere was a concerning level of unprofessional content visible on students’ Facebook profiles. Students need to be fully aware of their professional responsibility in the setting of social media.

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“…Recent research has highlighted the increased incidence of such unprofessional behavior which has resulted in warnings to students and in some cases exclusion from their course (Chretien et al, 2009). This increase in adverse incident reporting has led to the development of policies to deal with this increase (Chretien et al, 2009;White et al, 2013), although this does not necessarily correlate to changes in behavior with some institutions still having to deal with unprofessional postings (Barlow et al, 2015). However, the issue is further complicated with students, doctors and patients all having different thresholds of what is acceptable to post online (Jain et al, 2014;Langenfeld et al, 2014;Langenfeld et al, 2015), and students appearing to be unaware of their professional vulnerability (Osman et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Medical student use of Facebook to support preparation for anatomy assessments

Pickering

Bickerdike

2016

Anatomical Sciences Ed

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The use of Facebook to support students is an emerging area of educational research. This study explored how a Facebook Page could support Year 2 medical (MBChB) students in preparation for summative anatomy assessments and alleviate test anxiety. Overall, Facebook analytics revealed that in total 49 (19.8% of entire cohort) students posted a comment in preparation for either the first (33 students) or second (34) summative anatomy assessments.18 students commented in preparation for both. In total, 155 comments were posted, with 83 for the first and 72 for the second. Of the 83 comments, 45 related to checking anatomical information, 30 were requiring assessment information and 8 wanted general course information. For the second assessment this was 52, 14 and 6, respectively. Student perceptions on usage, and impact on learning and assessment preparation were obtained via a five-point Likert-style questionnaire, with 119 students confirming they accessed the Page.Generally, students believed the Page was an effective way to support their learning, and provided information which supported their preparation with increases in perceived confidence and reductions in anxiety. There was no difference between gender, except for males who appeared to be significantly less likely to ask a question as they may be perceived to lack knowledge (P < 0.05). This study suggests that Facebook can play an important role in supporting students in preparation for anatomy assessments.

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Unprofessional behaviour on social media by medical students

Cited by 57 publications

References 10 publications

Use of social media in education among medical students in Saudi Arabia

Use of social media in education among medical students in Saudi Arabia

An assessment of professionalism on students’ Facebook profiles

Medical student use of Facebook to support preparation for anatomy assessments

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