Professionalism was heavily investigated and considered important, though generally negative correlations between SoMe use and medical professionalism may exist. SoMe use was occasionally linked to adverse impacts upon mental and physical health.
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. Students felt SoMe flattened hierarchies and improved communication with educators. Engagement and satisfaction with SoMe platforms in medical education are described. Methodological quality of included studies had not significantly improved since 2013. Resultsġ12 studies from 26 countries met inclusion criteria. Extracted data were synthesised using narrative synthesis. 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.
DIGITAL MEDIA DOCTOR REVIEW FULL
Title, abstract and full paper screening were undertaken independently by two reviewers. Studies describing SoMe interventions and research on exposure to existing SoMe were included.
MethodsĪuthors searched 31 key terms through seven databases, in addition to references, citation and hand searching, between 16 June and 16 July 2020. This review aimed to synthesise evidence regarding SoMe interventions in undergraduate medical education, to identify features associated with positive and negative outcomes. 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. SoMe are ubiquitous in medical education, with roles across undergraduate programmes, including professionalism, blended learning, well being and mentoring.
There are over 3.81 billion worldwide active social media (SoMe) users.
0 kommentar(er)
