Social media quality in undergraduate medical education: A reconceptualisation and taxonomy.

Autor: Guckian J; Advanced Medical Education Fellow and Dermatology Registrar, Leeds Institute for Medical Education, University of Leeds, Leeds, UK., Edwards S; Emergency Department, Queen's Medical Centre, University of Nottingham NHS Trust, NG7 2UH, Nottingham, UK., Rees EL; Lecturer in Medical Education, School of Medicine, Keele University, Keele, UK., Burford B; Senior Lecturer in Medical Education, Newcastle University School of Medical Education, Newcastle University, Newcastle upon Tyne, UK.
Jazyk: angličtina
Zdroj: The clinical teacher [Clin Teach] 2025 Feb; Vol. 22 (1), pp. e13825. Date of Electronic Publication: 2024 Nov 06.
DOI: 10.1111/tct.13825
Abstrakt: Background: Social Media (SoMe) as a learning tool, though ubiquitous in society and popular within medical education, is often criticised as superficial. Its limitless output has been blamed for encouraging shorter attention spans and shirking in-depth reflection. The evidence base is itself superficial and lacking rigour or meaning. We aimed to consider a theoretical basis for how 'quality' learning may happen on such platforms. Our findings then informed the construction of a taxonomy for SoMe learning.
Methods: We conducted a qualitative interview study of United Kingdom (UK) medical students using a theory-informed inductive study design. The research question was: 'How do medical students conceptualise quality of learning on social media?'. We purposively sampled participants from responses to a short survey collecting demographic and SoMe usage data. Interview data were analysed using framework analysis and informed by Blooms taxonomy, connectivism and communities of practice (CoP) theories.
Results: We received survey responses from 118 medical students across 25 UK medical schools. From these, 13 participants were recruited to individual semi-structured interviews. We constructed three themes through framework analysis of interview data: cognitive hacking, professional identity reflection and safety, control and capital.
Discussion: Quality SoMe learning may be conceptualised as a socially connected process, built upon constantly evolving networks but inexorably influenced by fluctuating hierarchy within learner-centric CoP. Educators and institutions may support high-quality learning for students through engagement which promotes community development, and safe, listening environments which foster professional identity formation.
(© 2024 The Author(s). The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd.)
Databáze: MEDLINE
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