Social media in undergraduate medical education: A systematic review.
Journal
Medical education
ISSN: 1365-2923
Titre abrégé: Med Educ
Pays: England
ID NLM: 7605655
Informations de publication
Date de publication:
Nov 2021
Nov 2021
Historique:
revised:
06
05
2021
received:
26
10
2020
accepted:
08
05
2021
pubmed:
15
5
2021
medline:
26
10
2021
entrez:
14
5
2021
Statut:
ppublish
Résumé
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. 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. 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. 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.
Types de publication
Journal Article
Review
Systematic Review
Langues
eng
Sous-ensembles de citation
IM
Pagination
1227-1241Subventions
Organisme : National Institute for Health Research Academic Clinical Fellowship
ID : ACF-2020-18-021
Commentaires et corrections
Type : CommentIn
Informations de copyright
© 2021 The Authors. Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.
Références
Statista. Topic: Social Media. Published 2020. https://www.statista.com/topics/1164/social-networks/. Accessed June 13, 2020
Mander J. Internet users have average of 7 social accounts. Globalwebindex.
Data.worldbank.org. Population, total - China. Published 2020. https://data.worldbank.org/indicator/SP.POP.TOTL?locations=CN. Accessed June 13, 2020
McGee JB, Kanter SL. How we develop and sustain innovation in medical education technology: Keys to success. Med Teach. 2011;33(4):279-285. https://doi.org/10.3109/0142159X.2011.540264
Asch DA, Weinstein DF. Innovation in medical education. N Engl J Med. 2014;371(9):794-795. https://doi.org/10.1056/NEJMp1407463
Guckian J, Spencer J. #SixSecondStudying: the rise and fall of Vine in MedEd. Clin Teach. 2019;16(2):164-166. https://doi.org/10.1111/tct.12913
Kaczmarczyk JM, Chuang A, Dugoff L, et al. e-Professionalism: a new frontier in medical education. Teach Learn Med. 2013;25(2):165-170. https://doi.org/10.1080/10401334.2013.770741
Cole D, Rengasamy E, Batchelor S, Pope C, Riley S, Cunningham AM. Using social media to support small group learning. BMC Med Educ. 2017;17(1):1-7. https://doi.org/10.1186/s12909-017-1060-7
Stawarz K, Preist C, Coyle D. Use of smartphone apps, social media, and web-based resources to support mental health and well-being: Online survey. J Med Internet Res. 2019;21(7):1-14. https://doi.org/10.2196/12546
Chong JY, Ching AH, Renganathan Y, et al. Enhancing mentoring experiences through e-mentoring: a systematic scoping review of e-mentoring programs between 2000 and 2017. Adv Health Sci Educ. 2020;25(1):195-226. https://doi.org/10.1007/s10459-019-09883-8
McLoughlin C, Patel KD, O’Callaghan T, Reeves S. The use of virtual communities of practice to improve interprofessional collaboration and education: findings from an integrated review. J Interprof Care. 2018;32(2):136-142. https://doi.org/10.1080/13561820.2017.1377692
Kung JW, Eisenberg RL, Slanetz PJ. Reflective practice as a tool to teach digital professionalism. Acad Radiol. 2012;19(11):1408-1414. https://doi.org/10.1016/j.acra.2012.08.008
Djuricich AM, Zee-Cheng JE. Live tweeting in medicine: “Tweeting the meeting”. Int Rev Psychiatry. 2015;27(2):133-139. https://doi.org/10.3109/09540261.2014.1000270
Raiman L, Antbring R, Mahmood A. WhatsApp messenger as a tool to supplement medical education for medical students on clinical attachment. BMC Med Educ. 2017;17(1):1-9. https://doi.org/10.1186/s12909-017-0855-x
Goldie JGS. Connectivism: a knowledge learning theory for the digital age? Med Teach. 2016;38(10):1064-1069. https://doi.org/10.3109/0142159X.2016.1173661
AlFaris E, Irfan F, Ponnamperuma G, et al. The pattern of social media use and its association with academic performance among medical students. Med Teach. 2018;40(suppl. 1):S77-S82. https://doi.org/10.1080/0142159X.2018.1465536
Cheston CC, Flickinger TE, Chisolm MS. Social media use in medical education: a systematic review. Acad Med. 2013;88(6):893-901. https://doi.org/10.1097/ACM.0b013e31828ffc23
Whyte W, Hennessy C. Social Media use within medical education: a systematic review to develop a pilot questionnaire on how social media can be best used at BSMS. MedEdPublish. 2017;6(2):1-36. https://doi.org/10.15694/mep.2017.000083
Sutherland S, Jalali A. Social media as an open-learning resource in medical education: current perspectives. Adv Med Educ Pract. 2017;8:369-375. https://doi.org/10.2147/amep.s112594
Rose S. Medical student education in the time of COVID-19. JAMA. 2020;323(21):2131-2132. https://doi.org/10.1001/jama.2020.5227
Goh P-S, Sandars J. A vision of the use of technology in medical education after the COVID-19 pandemic. MedEdPublish. 2020;9(1):1-8. https://doi.org/10.15694/mep.2020.000049.1
Merchant RM, Lurie N. Social media and emergency preparedness in response to novel coronavirus. JAMA. 2020;323(20):2011-2012. https://doi.org/10.1001/jama.2020.4469
Gordon M, Gibbs T. STORIES statement: publication standards for healthcare education evidence synthesis. BMC Med. 2014;12(1):1-9. https://doi.org/10.1186/s12916-014-0143-0
Chan TM, Dzara K, Dimeo SP, Bhalerao A, Maggio LA. Social media in knowledge translation and education for physicians and trainees: a scoping review. Perspect Med Educ. 2020;9(1):20-30. https://doi.org/10.1007/s40037-019-00542-7
Hammick M, Dornan T, Steinert Y. Conducting a best evidence systematic review. Part 1: from idea to data coding. BEME Guide No. 13. Med Teach. 2010;32(1):3-15. https://doi.org/10.3109/01421590903414245
Cook DA, Levinson AJ, Garside S. Method and reporting quality in health professions education research: a systematic review. Med Educ. 2011;45(3):227-238. https://doi.org/10.1111/j.1365-2923.2010.03890.x
O’Brien BC, Harris IB, Beckman TJ, Reed DA, Cook DA. Standards for reporting qualitative research: a synthesis of recommendations. Acad Med. 2014;89(9):1245-1251. https://doi.org/10.1097/ACM.0000000000000388
Gordon M, Patricio M, Horne L, et al. Developments in medical education in response to the COVID-19 pandemic: a rapid BEME systematic review: BEME Guide No. 63. Med Teach. 2020;42(11):1202-1215. https://doi.org/10.1080/0142159X.2020.1807484
Popay J, Roberts H, Sowden A, et al. Guidance on the Conduct of Narrative Synthesis in Systematic Reviews. 2006.
Grant MJ, Booth A. A typology of reviews: an analysis of 14 review types and associated methodologies. Health Info Libr J. 2009;26(2):91-108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
Pope C, Mays N, Popay J. Synthesizing Qualitative and Quantitative Health Evidence: A Guide to Methods. Maidenhead, UK: Open University Press; 2007.
Jurivich DA, Bande D, Theige D, et al. Integrating geriatrics knowledge into a medical student clerkship using Twitter poll. J Am Geriatr Soc. 2018;66(12):2389-2393. https://doi.org/10.1111/jgs.15633
Khan AA, Siddiqui AZ, Mohsin SF, Al momani MM, Mirza EH. Impact of network aided platforms as educational tools on academic performance and attitude of pharmacology students. Pakistan J Med Sci. 2017;33(6):1473-1478. https://doi.org/10.12669/pjms.336.13290
Nair GG, Simi S. Does blended learning* techniques using WhatsApp result in better performance by V th semester MBBS students in pathology as compared with lecture classes** alone? J Educ Technol Heal Sci. 2018;5(1):57-63. https://doi.org/10.18231/2393-8005.2018.0011
Dyavarisgetty PV, Patil DC. An interventional study to assess the effectiveness of “WhatsApp” as a teaching learning tool in community medicine. Int J Commun Med Public Health. 2017;4(7):2564-2569.
Gon S, Rawekar A. 8454-16768-3-PB.pdf. MVP J Med Sci. 2017;4:19-25. https://doi.org/10.18311/mvpjms/2017/v4i1/8454
Fischer Q, Nhan P, Picard F, Varenne O. Social network as teaching material in medical school: review and perspectives. Arch Cardiovasc Dis. 2018;111(2):71-73. https://doi.org/10.1016/j.acvd.2018.01.001
Wang J, Gao F, Li J, et al. The usability of WeChat as a mobile and interactive medium in student-centered medical teaching. Biochem Mol Biol Educ. 2017;45(5):421-425. https://doi.org/10.1002/bmb.21065
Webb AL, Dugan A, Burchett W, et al. Effect of a novel engagement strategy using twitter on test performance. West J Emerg Med. 2015;16(6):961-964. https://doi.org/10.5811/westjem.2015.10.28869
Mesko B, Győrffy Z, Kollár J. Digital literacy in the medical curriculum: a course with social media tools and gamification. JMIR Med Educ. 2015;1(2):e6. https://doi.org/10.2196/mededu.4411
Amgad M, Alfaar AS. Integrating Web 2.0 in clinical research education in a developing country. J Cancer Educ. 2014;29(3):536-540. https://doi.org/10.1007/s13187-013-0595-5
Woratanarat T. Higher satisfaction with ethnographic edutainment using YouTube among medical students in Thailand. J Educ Eval Health Prof. 2014;11:13. https://doi.org/10.3352/jeehp.2014.11.13
Robichaud P, Hawken S, Beard L, et al. Vaccine-critical videos on YouTube and their impact on medical students’ attitudes about seasonal influenza immunization: a pre and post study. Vaccine. 2012;30(25):3763-3770. https://doi.org/10.1016/j.vaccine.2012.03.074
Rayner S, Marlow G, Leslie SJ. YouTube: a solution to increased dissemination of guidelines? Med Educ. 2017;51(5):550-551. https://doi.org/10.1111/medu.13320
Brown A, Jauregui J, Ilgen JS, et al. Does the medium matter? Evaluating the depth of reflective writing by medical students on social media compared to the traditional private essay using the REFLECT Rubric. West J Emerg Med. 2019;21(1):18-25. https://doi.org/10.5811/westjem.2019.11.44263
Dressler JA, Ryder BA, Connolly M, Blais MD, Miner TJ, Harrington DT. “Tweet”-Format writing is an effective tool for medical student reflection. J Surg Educ. 2018;75(5):1206-1210. https://doi.org/10.1016/j.jsurg.2018.03.002
George DR, Dellasega C. Use of social media in graduate-level medical humanities education: two pilot studies from Penn State College of Medicine. Med Teach. 2011;33(8):e429-e434. https://doi.org/10.3109/0142159X.2011.586749
Hsieh JG, Kuo LC, Wang YW. Learning medical professionalism-the application of appreciative inquiry and social media. Med Educ Online. 2019;24(1):1586507. https://doi.org/10.1080/10872981.2019.1586507
Varga-Atkins T, Dangerfield P, Brigden D. Developing professionalism through the use of wikis: a study with first-year undergraduate medical students. Med Teach. 2010;32(10):824-829. https://doi.org/10.3109/01421591003686245
Duke P, Grosseman S, Novack DH, Rosenzweig S. Preserving third year medical students’ empathy and enhancing self-reflection using small group “virtual hangout” technology. Med Teach. 2015;37(6):566-571. https://doi.org/10.3109/0142159X.2014.956057
Zhang F, Yuen LW, Ding L, Newman IM, Shell DF. Pilot study of a brief WeChat intervention in China to increase students’ willingness to assist a flushing student to reduce alcohol use. J Prev Med Public Heal. 2018;51(6):320-325. https://doi.org/10.3961/jpmph.18.127
Walton JM, White J, Ross S. What’s on YOUR Facebook profile? Evaluation of an educational intervention to promote appropriate use of privacy settings by medical students on social networking sites. Med Educ Online. 2015;20(1):28708. https://doi.org/10.3402/meo.v20.28708
Hatzipanagos S, John B, Chiu Y-LT. The significance of kinship for medical education: reflections on the use of a bespoke social network to support learners’ professional identities. JMIR Med Educ. 2016;2(1):e1. https://doi.org/10.2196/mededu.4715
Gomes AW, Butera G, Chretien KC, Kind T. The development and impact of a social media and professionalism course for medical students. Teach Learn Med. 2017;29(3):296-303. https://doi.org/10.1080/10401334.2016.1275971
Wagner R, Jalalat S. Utility of a dermatology interest group blog: the impact of medical student interest groups and Web 2.0 tools as educational resources. Adv Med Educ Pract. 2014;331:331--337. https://doi.org/10.2147/amep.s70776
Bramstedt KA, Ierna BN, Woodcroft-Brown VK. Using SurveyMonkey® to teach safe social media strategies to medical students in their clinical years. Commun Med. 2014;11(2):117-124. https://doi.org/10.1558/cam.v11i2.27556
Lie D, Trial J, Schaff P, Wallace R, Elliott D. “being the best we can be”: Medical students’ reflections on physician responsibility in the social media era. Acad Med. 2013;88(2):240-245. https://doi.org/10.1097/ACM.0b013e31827bf5fc
McKay M, Sanko JS, Shekhter I, Birnbach DJ. Twitter as a tool to enhance student engagement during an interprofessional patient safety course. J Interprof Care. 2014;28(6):565-567. https://doi.org/10.3109/13561820.2014.912618
Godfrey S, Nickerson K, Amiel J, Lebwohl B. Development of an online public health curriculum for medical students: the public health commute. BMC Med Educ. 2019;19(1):1-5. https://doi.org/10.1186/s12909-019-1734-4
Nanda M. Role of WhatsApp in improving learning among medical students. Int J Med Sci Public Heal. 2019;8:1. https://doi.org/10.5455/ijmsph.2019.1235401012019
Pickering JD, Swinnerton BJ. Exploring the dimensions of medical student engagement with technology-enhanced learning resources and assessing the impact on assessment outcomes. Anat Sci Educ. 2019;12(2):117-128. https://doi.org/10.1002/ase.1810
Awan ZA, Awan AA, Alshawwa L, Tekian A, Park YS. Assisting the integration of social media in problem-based learning sessions in the Faculty of Medicine at King Abdulaziz University. Med Teach. 2018;40(suppl 1):S37-S42. https://doi.org/10.1080/0142159X.2018.1465179
Reames BN, Sheetz KH, Englesbe MJ, Waits SA. Evaluating the use of Twitter to enhance the educational experience of a medical school surgery clerkship. J Surg Educ. 2016;73(1):73-78. https://doi.org/10.1016/j.jsurg.2015.08.005
Jaffar AA. Exploring the use of a Facebook page in anatomy education. Anat Sci Educ. 2014;7(3):199-208. https://doi.org/10.1002/ase.1404
Jaffar AA. YouTube: an emerging tool in anatomy education. Anat Sci Educ. 2012;5(3):158-164. https://doi.org/10.1002/ase.1268
Grover S, Garg B, Sood N. Introduction of case-based learning aided by WhatsApp messenger in pathology teaching for medical students. J Postgrad Med. 2020;66(1):17-22. https://doi.org/10.4103/jpgm.JPGM_2_19
Lasker R, Vicneswararajah N. Using Twitter to teach problem-based learning. Med Educ. 2015;49(5):531. https://doi.org/10.1111/medu.12717
El Bialy S, Jalali A, Jaffar AA. Integrating Facebook into basic sciences education: a comparison of a faculty-administered Facebook page and group. Austin J Anat. 2014;1(3):1-7.
Pickering JD, Bickerdike SR. Medical student use of Facebook to support preparation for anatomy assessments. Anat Sci Educ. 2017;10(3):205-214. https://doi.org/10.1002/ase.1663
George DR, Dellasega C, Whitehead M. Facebook stress management group for Year 1 medical students. Med Educ. 2012;46(11):1118. https://doi.org/10.1111/medu.12034
George DR, Dreibelbis TD, Aumiller B. Google Docs and SurveyMonkeyTM: lecture-based active learning tools. Med Educ. 2013;47(5):518. https://doi.org/10.1111/medu.12172
Henry DS, Wessinger WD, Meena NK, Payakachat N, Gardner JM, Rhee SW. Using a Facebook group to facilitate faculty-student interactions during preclinical medical education: a retrospective survey analysis. BMC Med Educ. 2020;20(1):1-10. https://doi.org/10.1186/s12909-020-02003-w
Hennessy CM, Kirkpatrick E, Smith CF, Border S. Social media and anatomy education: Using twitter to enhance the student learning experience in anatomy. Anat Sci Educ. 2016;9(6):505-515. https://doi.org/10.1002/ase.1610
Ekarattanawong S, Thuppia A, Chamod P, Pattharanitima P, Suealek N, Rojpibulstit P. Perception of social networking benefits in the support of a PBL module according to students’ performance levels. J Med Assoc Thail. 2015;98(1):S77-S83.
Pinilla S, Nicolai L, Gradel M, et al. Undergraduate medical students using Facebook as a peer-mentoring platform: a mixed-methods study. JMIR Med Educ. 2015;1(2):e12. https://doi.org/10.2196/mededu.5063
George DR, Dellasega C, Whitehead MM, Bordon A. Facebook-based stress management resources for first-year medical students: a multi-method evaluation. Comput Human Behav. 2013;29(3):559-562. https://doi.org/10.1016/j.chb.2012.12.008
Bahner DP, Adkins E, Patel N, Donley C, Nagel R, Kman NE. How we use social media to supplement a novel curriculum in medical education. Med Teach. 2012;34(6):439-444. https://doi.org/10.3109/0142159X.2012.668245
Keynejad R, Ali FR, Finlayson AET, et al. Telemedicine for peer-to-peer psychiatry learning between U.K. and Somaliland medical students. Acad Psychiatry. 2013;37(3):182-186. https://doi.org/10.1176/appi.ap.11080148
Guckian J, Leighton J, Frearson R, Delgaty L, Finn G, Matthan J. The Next Generation: how medical students use new Social Media to support their learning. MedEdPublish. 2019;8(3):1-15. https://doi.org/10.15694/mep.2019.000227.1
Mohanakrishnan K, Jayakumar N, Kasthuri A, Sowmya N, Malaiyan J, Sumathi G. Whatsapp enhances medical education: is it the future? Int J Med Sci Public Heal. 2017;6(2):1. https://doi.org/10.5455/ijmsph.2017.02082016622
Gm MI, Meerasa SS. The impact of Whatsapp messenger usage on students performance in tertiary institutions in Ghana. J Educ Pract. 2016;5(6):157-164. https://doi.org/10.5958/2393-8005.2016.00013.9
Maske SS, Kamble PH, Kataria SK, Raichandani L, Dhankar R. Feasibility, effectiveness, and students’ attitude toward using WhatsApp in histology teaching and learning. J Educ Health Promot. 2018;7(158). https://doi.org/10.4103/jehp.jehp_30_18
Kapoor A, Tiwari V, Kapoor A. Teaching undergraduates beyond the classroom: use of WhatsApp. Indian Pediatr. 2019;56(11):967-969. https://doi.org/10.1007/s13312-019-1664-6
Abbas N, Ojha U. Not just a medical student: delivering medical education through a short video series on social media. J Med Internet Res. 2019;21(5):1-6. https://doi.org/10.2196/11971
Junhasavasdikul D, Srisangkaew S, Sukhato K, Dellow A. Cartoons on Facebook: a novel medical education tool. Med Educ. 2017;51(5):539-540. https://doi.org/10.1111/medu.13312
O’Kelly B, McHugh S, McHugh T, Day N, Boyle E, Hill A. Using social media to increase accessibility to online teaching resources. Ir Med J. 2015;108(8):249.
Ravindran R, Kashyap M, Lilis L, Vivekanantham S, Phoenix G. Evaluation of an online medical teaching forum. Clin Teach. 2014;11(4):274-278. https://doi.org/10.1111/tct.12139
Shakoori TA, Mahboob U, Strivens J, Willis I. Impact of a social media group page on undergraduate medical physiology learning. J Coll Physicians Surg Pak. 2017;27(7):409-413.
Banerjee Y, Tambi R, Gholami M, Alsheikh-Ali A, Bayoumi R, Lansberg P. Augmenting Flexnerism via Twitterism: need for integrating social media application in blueprinting pedagogical strategies for undergraduate medical education. J Med Internet Res. 2019;21(3):e12403. https://doi.org/10.2196/12403
Guraya SY, Almaramhy H, Al-Qahtani MF, Guraya SS, Bouhaimed M, Bilal B. Measuring the extent and nature of use of Social Networking Sites in Medical Education (SNSME) by university students: results of a multi-center study. Med Educ Online. 2018;23(1):1505400. https://doi.org/10.1080/10872981.2018.1505400
Lahiry S, Choudhury S, Chatterjee S, Hazra A. Impact of social media on academic performance and interpersonal relation: a cross sectional study among students at a tertiary medical center in East India. J Educ Health Promot. 2019;8(73):1-6. https://doi.org/10.4103/jehp.jehp
Reverón RR. The use of YouTube in learning human anatomy by Venezuelan medical students. MOJ Anat Physiol. 2016;2(7):200-203. https://doi.org/10.15406/mojap.2016.02.00075
Garner J, O’Sullivan H. Facebook and the professional behaviours of undergraduate medical students. Clin Teach. 2010;7(2):112-115. https://doi.org/10.1111/j.1743-498X.2010.00356.x
Bickerdike A, O’Deasmhunaigh C, O’Flynn S, O’Tuathaigh C. Learning strategies, study habits and social networking activity of undergraduate medical students. Int J Med Educ. 2016;7:230-236. https://doi.org/10.5116/ijme.576f.d074
Rapp AK, Healy MG, Charlton ME, Keith JN, Rosenbaum ME, Kapadia MR. YouTube is the most frequently used educational video source for surgical preparation. J Surg Educ. 2016;73(6):1072-1076. https://doi.org/10.1016/j.jsurg.2016.04.024
Ponce BA, Determann JR, Boohaker HA, Sheppard E, McGwin G, Theiss S. Social networking profiles and professionalism issues in residency applicants: an original study-cohort study. J Surg Educ. 2013;70(4):502-507. https://doi.org/10.1016/j.jsurg.2013.02.005
Strausburg MB, Djuricich AM, Carlos WG, Bosslet GT. The influence of the residency application process on the online social networking behavior of medical students: a single institutional study. Acad Med. 2013;88(11):1707-1712. https://doi.org/10.1097/ACM.0b013e3182a7f36b
Rocha PN, De Castro NAA. Opinions of students from a Brazilian medical school regarding online professionalism. J Gen Intern Med. 2014;29(5):758-764. https://doi.org/10.1007/s11606-013-2748-y
Chretien KC, Goldman EF, Beckman L, Kind T. It’s your own risk: Medical students’ perspectives on online professionalism. Acad Med. 2010;85(10 suppl.):68-71. https://doi.org/10.1097/ACM.0b013e3181ed4778
Henning MA, Hawken S, MacDonald J, et al. Exploring educational interventions to facilitate health professional students’ professionally safe online presence. Med Teach. 2017;39(9):959-966. https://doi.org/10.1080/0142159X.2017.1332363
Osman A, Wardle A, Caesar R. Online professionalism and Facebook - falling through the generation gap. Med Teach. 2012;34(8):549-556. https://doi.org/10.3109/0142159X.2012.668624
Patel PD, Roberts JL, Miller KH, Ziegler C, Ostapchuk M. The responsible use of online social networking: who should mentor medical students. Teach Learn Med. 2012;24(4):348-354. https://doi.org/10.1080/10401334.2012.715260
Ben-Yakov M, Kayssi A, Bernardo JD, Hicks CM, Devon K. Do emergency physicians and medical students find it unethical to “Look up” their patients on Facebook or Google? West J Emerg Med. 2015;16(2):234-239. https://doi.org/10.5811/westjem.2015.1.24258
Bosslet GT, Torke AM, Hickman SE, Terry CL, Helft PR. The patient-doctor relationship and online social networks: results of a national survey. J Gen Intern Med. 2011;26(10):1168-1174. https://doi.org/10.1007/s11606-011-1761-2
Jha RK, Shah DK, Basnet S, et al. Facebook use and its effects on the life of health science students in a private medical college of Nepal. BMC Res Notes. 2016;9(1):1-8. https://doi.org/10.1186/s13104-016-2186-0
Avci K, Çelikden SG, Eren S, Aydenizöz D. Assessment of medical students’ attitudes on social media use in medicine: a cross-sectional study assessment and evaluation of admissions, knowledge, skills and attitudes. BMC Med Educ. 2015;15(1):1-6. https://doi.org/10.1186/s12909-015-0300-y
Curtis F, Gillen J. “I don’t see myself as a 40-year-old on Facebook”: medical students’ dilemmas in developing professionalism with social media. J Furth High Educ. 2019;43(2):251-262. https://doi.org/10.1080/0309877X.2017.1359503
O’Malley D, Barry DS, Rae MG. How much do preclinical medical students utilize the internet to study physiology? Adv Physiol Educ. 2019;43(3):383-391. https://doi.org/10.1152/advan.00070.2019
El Bialy S, Jalali A. Go where the students are: a comparison of the use of social networking sites between medical students and medical educators. JMIR Med Educ. 2015;1(2):e7. https://doi.org/10.2196/mededu.4908
Shenouda JEA, Davies BS, Haq I. The role of the smartphone in the transition from medical student to foundation trainee: a qualitative interview and focus group study. BMC Med Educ. 2018;18(1):1-10. https://doi.org/10.1186/s12909-018-1279-y
Nicolai L, Schmidbauer M, Gradel M, et al. Facebook groups as a powerful and dynamic tool in medical education: Mixed-method study. J Med Internet Res. 2017;19(12):e408. https://doi.org/10.2196/jmir.7990
George DR, Dellasega C. Social media in medical education: two innovative pilot studies. Med Educ. 2011;45(11):1158-1159. https://doi.org/10.1111/j.1365-2923.2011.04124.x
El Bialy S, Ayoub AR. The trends of use of social media by medical students. Educ Med J. 2017;9(1):59-68. https://doi.org/10.21315/eimj2017.9.1.6
Mustafa AG, Taha NR, Alshboul OA, Alsalem M, Malki MI. Using YouTube to learn anatomy: perspectives of Jordanian medical students. Biomed Res Int. 2020;2020:1-8. https://doi.org/10.1155/2020/6861416
Hartnup B, Dong L, Eisingerich AB. How an environment of stress and social risk shapes student engagement with social media as potential digital learning platforms: qualitative study. J Med Internet Res. 2018;20(7):1-12. https://doi.org/10.2196/10069
Li TY, Gao X, Wong K, Tse CSK, Chan YY. Learning clinical procedures through internet digital objects: experience of undergraduate students across clinical faculties. JMIR Med Educ. 2015;1(1):e1. https://doi.org/10.2196/mededu.3866
Alsuraihi AK, Almaqati AS, Abughanim SA, Jastaniah NA. Use of social media in education among medical students in Saudi Arabia. Korean J Med Educ. 2016;28(4):343-354. https://doi.org/10.3946/kjme.2016.40
Mysko C, Delgaty L. How and why are students using Twitter for #MedEd? Integrating twitter into undergraduate medical education to promote active learning. Annu Rev Educ Commun Lang Sci. 2015;12:24-52.
Chretien KC, Tuck MG, Simon M, Singh LO, Kind T. A digital ethnography of medical students who use Twitter for professional development. J Gen Intern Med. 2015;30(11):1673-1680. https://doi.org/10.1007/s11606-015-3345-z
Khamis N, Aljumaiah R, Alhumaid A, et al. Undergraduate medical students’ perspectives of skills, uses and preferences of information technology in medical education: a cross-sectional study in a Saudi Medical College. Med Teach. 2018;40(suppl. 1):S68-S76. https://doi.org/10.1080/0142159X.2018.1465537
Barry DS, Marzouk F, Chulak-Oglu K, Bennett D, Tierney P, O’Keeffe GW. Anatomy education for the YouTube generation. Anat Sci Educ. 2016;9(1):90-96. https://doi.org/10.1002/ase.1550
Ali A. Medical students’ use of Facebook for educational purposes. Perspect Med Educ. 2016;5(3):163-169. https://doi.org/10.1007/s40037-016-0273-5
Javed MW, Bhatti R. Usage of social media by medical and dental students at Nishtar Medical College, Multan, Pakistan. J Hosp Librariansh. 2015;15(1):53-64. https://doi.org/10.1080/15323269.2015.982031
Zanon M, Altmayer S, Pacini GS, et al. Facebook as a tool to promote radiology education: expanding from a local community of medical students to all of South America. Radiol Bras. 2018;51(4):242-247. https://doi.org/10.1590/0100-3984.2017.0112
Kang J, Djafari Marbini H, Patel P, Fawcett N, Leaver L. Survey of medical students’ use of social media. Clin Teach. 2015;12(6):373-377. https://doi.org/10.1111/tct.12320
Alahmar A. The impact of social media on the academic performance of second year medical students at College of Medicine, University of Babylon, Iraq. J Med Allied Sci. 2016;6(2):77. https://doi.org/10.5455/jmas.236927
Sarbaz M, Banaye Yazdipour A, Kimiafar K. Use of social networks for learning purposes among medical and paramedical sciences students, Mashhad, Iran. Stud Health Technol Inform. 2019;258:105-109. https://doi.org/10.3233/978-1-61499-959-1-105
Lee K-L, Ho M-J. Online social networking versus medical professionalism. Med Educ. 2011;45(5):523. https://doi.org/10.1111/j.1365-2923.2011.03978.x
Jain A, Petty EM, Jaber RM, et al. What is appropriate to post on social media? Ratings from students, faculty members and the public. Med Educ. 2014;48(2):157-169. https://doi.org/10.1111/medu.12282
Chester AN, Walthert SE, Gallagher SJ, Anderson LC, Stitely ML. Patient-targeted Googling and social media: a cross-sectional study of senior medical students. BMC Med Ethics. 2017;18(1):1-8. https://doi.org/10.1186/s12910-017-0230-9
Golden JB, Sweeny L, Bush B, Carroll WR. Social networking and professionalism in otolaryngology residency applicants. Laryngoscope. 2012;122(7):1493-1496. https://doi.org/10.1002/lary.23388
Barlow CJ, Morrison S, Stephens HON, Jenkins E, Bailey MJ, Pilcher D. Unprofessional behaviour on social media by medical students. Med J Aust. 2015;203(11):1.e1-1.e7. https://doi.org/10.5694/mja15.00272
George DR, Green MJ, Navarro AM, Stazyk KK, Clark MA. Medical student views on the use of Facebook profile screening by residency admissions committees. Postgrad Med J. 2014;90(1063):251-253. https://doi.org/10.1136/postgradmedj-2013-132336
O’Sullivan E, Cutts E, Kavikondala S, et al. Social media in health science education: an international survey. JMIR Med Educ. 2017;3(1):e1. https://doi.org/10.2196/mededu.6304
White J, Kirwan P, Lai K, Walton J, Ross S. “Have you seen what is on Facebook?” the use of social networking software by healthcare professions students. BMJ Open. 2013;3(7):1-8. https://doi.org/10.1136/bmjopen-2013-003013
Hatch T, Bates H, Khera S, Walton J. Professionalism and social media: an interprofessional learning activity. Med Educ. 2013;47(11):1136-1137. https://doi.org/10.1111/medu.12334
Kitsis EA, Milan FB, Cohen HW, et al. Who’s misbehaving? Perceptions of unprofessional social media use by medical students and faculty. BMC Med Educ. 2016;16(1):1-7. https://doi.org/10.1186/s12909-016-0572-x
Alkhalaf AM, Tekian A, Park YS. The impact of WhatsApp use on academic achievement among Saudi medical students. Med Teach. 2018;40(suppl. 1):S10-S14. https://doi.org/10.1080/0142159X.2018.1464652
Al-Dubai SAR, Ganasegeran K, Al-Shagga MAM, Yadav H, Arokiasamy JT. Adverse health effects and unhealthy behaviors among medical students using Facebook. Sci World J. 2013;2013:1-5. https://doi.org/10.1155/2013/465161
Barman L, Mukhopadhyay DK, Bandyopadhyay GK. Use of social networking site and mental disorders among medical studens in Kolkata, West Bengal. Indian J Psychiatry. 2018;60(3):34-345.
Tirukkovalluri SS, Malarvannan K, Karthik RC, Mahendiran BS, Arumugam B. An observational exploration of factors affecting perceived social isolation among social media using medical professional course students in South Indian state of India. Indian J Community Heal. 2020;32(1):76-81.
Sterling M, Leung P, Wright D, Bishop TF. The use of social media in graduate medical education: a systematic review. Acad Med. 2017;92(7):1043-1056. https://doi.org/10.1097/ACM.0000000000001617
Tong A, Sainsbury P, Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32- item checklist for interviews and focus group. Int J Qual Heal Care. 2007;19(6):349-357. https://doi.org/10.1093/intqhc/mzm042
Hardouin S, Cheng TW, Mitchell EL, et al. Prevalence of unprofessional social media content among young vascular surgeons. J Vasc Surg. 2020;72(2):667-671. https://doi.org/10.1016/j.jvs.2019.10.069
Stamp N, Mitchell R, Fleming S, et al. Social media and professionalism among surgeons: who decides what’s right and what’s wrong? J Vasc Surg. 2020;72(5):1824-1826. https://doi.org/10.1016/j.jvs.2020.07.076
Flynn LV, Jalali A, Moreau KA. Learning theory and its application to the use of social media in medical education. Postgrad Med J. 2015;91(1080):556-560. https://doi.org/10.1136/postgradmedj-2015-133358
Stewart SA, Abidi SSR. Applying social network analysis to understand the knowledge sharing behaviour of practitioners in a clinical online discussion forum. J Med Internet Res. 2012;14(6):e170. https://doi.org/10.2196/jmir.1982