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      Social media in knowledge translation and education for physicians and trainees: a scoping review

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          Abstract

          Introduction

          The use of social media is rapidly changing how educational content is delivered and knowledge is translated for physicians and trainees. This scoping review aims to aggregate and report trends on how health professions educators harness the power of social media to engage physicians for the purposes of knowledge translation and education.

          Methods

          A scoping review was conducted by searching four databases (PubMed, Scopus, Embase, and ERIC) for publications emerging between 1990 to March 2018. Articles about social media usage for teaching physicians or their trainees for the purposes of knowledge translation or education were included. Relevant themes and trends were extracted and mapped for visualization and reporting, primarily using the Cook, Bordage, and Schmidt framework for types of educational studies (Description, Justification, and Clarification).

          Results

          There has been a steady increase in knowledge translation and education-related social media literature amongst physicians and their trainees since 1996. Prominent platforms include Twitter ( n = 157), blogs ( n = 104), Facebook ( n = 103), and podcasts ( n = 72). Dominant types of scholarship tended to be descriptive studies and innovation reports. Themes related to practice improvement, descriptions of the types of technology, and evidence-based practice were prominently featured.

          Conclusions

          Social media is ubiquitously used for knowledge translation and education targeting physicians and physician trainees. Some best practices have emerged despite the transient nature of various social media platforms. Researchers and educators may engage with physicians and their trainees using these platforms to increase uptake of new knowledge and affect change in the clinical environment.

          Electronic supplementary material

          The online version of this article (10.1007/s40037-019-00542-7) contains supplementary material, which is available to authorized users.

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          Social media use in medical education: a systematic review.

          Christine C Cheston, Tabor E Flickinger, Margaret S Chisolm (2013)
          The authors conducted a systematic review of the published literature on social media use in medical education to answer two questions: (1) How have interventions using social media tools affected outcomes of satisfaction, knowledge, attitudes, and skills for physicians and physicians-in-training? and (2) What challenges and opportunities specific to social media have educators encountered in implementing these interventions? The authors searched the MEDLINE, CINAHL, ERIC, Embase, PsycINFO, ProQuest, Cochrane Library, Web of Science, and Scopus databases (from the start of each through September 12, 2011) using keywords related to social media and medical education. Two authors independently reviewed the search results to select peer-reviewed, English-language articles discussing social media use in educational interventions at any level of physician training. They assessed study quality using the Medical Education Research Study Quality Instrument. Fourteen studies met inclusion criteria. Interventions using social media tools were associated with improved knowledge (e.g., exam scores), attitudes (e.g., empathy), and skills (e.g., reflective writing). The most commonly reported opportunities related to incorporating social media tools were promoting learner engagement (71% of studies), feedback (57%), and collaboration and professional development (both 36%). The most commonly cited challenges were technical issues (43%), variable learner participation (43%), and privacy/security concerns (29%). Studies were generally of low to moderate quality; there was only one randomized controlled trial. Social media use in medical education is an emerging field of scholarship that merits further investigation. Educators face challenges in adapting new technologies, but they also have opportunities for innovation.
          Article 0 comments Cited 201 times – based on 0 reviews     Review now
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            Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education

            Maged N Kamel Boulos, Inocencio Maramba, Steve Wheeler (2006)
            Background We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' – an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning). Discussion Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in the context of medical/health education. Summary and conclusion If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. Therefore, research should be conducted to determine the best ways to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into account the different, but also overlapping, needs of these three audience classes and the opportunities of virtual collaboration between them. Of particular importance is research into novel integrative applications, to serve as the "glue" to bind the different forms of Web-based collaborationware synergistically in order to provide a coherent wholesome learning experience.
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              Free Open Access Meducation (FOAM): the rise of emergency medicine and critical care blogs and podcasts (2002-2013).

              Mike Cadogan, Brent Thoma, Teresa M Chan … (2014)
              Disruptive technologies are revolutionising continuing professional development in emergency medicine and critical care (EMCC). Data on EMCC blogs and podcasts were gathered prospectively from 2002 through November 2013. During this time there was a rapid expansion of EMCC websites, from two blogs and one podcast in 2002 to 141 blogs and 42 podcasts in 2013. This paper illustrates the explosive growth of EMCC websites and provides a foundation that will anchor future research in this burgeoning field.
              Article 0 comments Cited 124 times – based on 0 reviews     Review now
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                Author and article information

                Contributors
                Teresa M. Chan:
                ORCID: http://orcid.org/0000-0001-6104-462X
                teresa.chan@medportal.ca
                Journal
                Journal ID (nlm-ta): Perspect Med Educ
                Journal ID (iso-abbrev): Perspect Med Educ
                Title: Perspectives on Medical Education
                Publisher: Bohn Stafleu van Loghum (Houten )
                ISSN (Print): 2212-2761
                ISSN (Electronic): 2212-277X
                Publication date (Electronic): 13 December 2019
                Publication date PMC-release: 13 December 2019
                Publication date (Print): February 2020
                Volume: 9
                Issue: 1
                Pages: 20-30
                Affiliations
                [1 ]GRID grid.25073.33, ISNI 0000 0004 1936 8227, McMaster University, ; Hamilton, Ontario Canada
                [2 ]GRID grid.32224.35, ISNI 0000 0004 0386 9924, Harvard Medical School and Massachusetts General Hospital, ; Boston, USA
                [3 ]GRID grid.254567.7, ISNI 0000 0000 9075 106X, Prisma Health-Upstate Department of Emergency Medicine, University of South Carolina, Greenville, ; South Carolina, USA
                [4 ]GRID grid.17063.33, ISNI 0000 0001 2157 2938, University of Toronto, ; Toronto, Canada
                [5 ]GRID grid.265436.0, ISNI 0000 0001 0421 5525, Uniformed Services University of the Health Sciences, ; Bethesda, MD USA
                Author information
                http://orcid.org/0000-0001-6104-462X
                http://orcid.org/0000-0001-9425-2679
                http://orcid.org/0000-0002-5936-4648
                http://orcid.org/0000-0002-2997-6133
                Article
                Publisher ID: 542
                DOI: 10.1007/s40037-019-00542-7
                PMC ID: 7012997
                PubMed ID: 31834598
                SO-VID: 02858531-c366-4bed-b11a-f68783d520a4
                Copyright © © The Author(s) 2019
                License:

                Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

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                Subject: Review Article
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                issue-copyright-statement © The Author(s) 2020

                ScienceOpen disciplines: Education
                Keywords: social media,knowledge translation,medical education
                Data availability:
                ScienceOpen disciplines: Education
                Keywords: social media, knowledge translation, medical education

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