Jonathan Guckian
Social media in undergraduate medical education: A systematic review
Guckian, Jonathan; Utukuri, Mrudula; Asif, Aqua; Burton, Oliver; Adeyoju, Joshua; Oumeziane, Adam; Chu, Timothy; Rees, Eliot L.
Authors
Mrudula Utukuri
Aqua Asif
Oliver Burton
Joshua Adeyoju
Adam Oumeziane
Timothy Chu
Eliot L. Rees
Abstract
Introduction
There are over 3.81 billion worldwide active social media (SoMe) users. SoMe is 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.
Methods
Authors searched 31 key terms through seven databases, in addition to references, citation and hand searching, between 16th June and 16th 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.
Results
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.
Conclusions
Social media is enjoyable for students, 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.
Journal Article Type | Article |
---|---|
Acceptance Date | May 8, 2021 |
Online Publication Date | May 14, 2021 |
Publication Date | 2021-11 |
Publicly Available Date | Mar 29, 2024 |
Journal | Medical Education |
Print ISSN | 0308-0110 |
Publisher | Wiley |
Peer Reviewed | Peer Reviewed |
Volume | 55 |
Issue | 11 |
Pages | 1227-1241 |
DOI | https://doi.org/10.1111/medu.14567 |
Keywords | Education, General Medicine |
Publisher URL | https://onlinelibrary.wiley.com/doi/10.1111/medu.14567 |
Files
SoMe SR revised manuscript v4 clean.docx
(811 Kb)
Document
Publisher Licence URL
https://creativecommons.org/licenses/by-nc/4.0/
You might also like
Evidence Based Practice: Medical Education Research
(2023)
Book Chapter
Twelve tips for optimising learning for postgraduate doctors in the operating theatre
(2023)
Journal Article
Downloadable Citations
About Keele Repository
Administrator e-mail: research.openaccess@keele.ac.uk
This application uses the following open-source libraries:
SheetJS Community Edition
Apache License Version 2.0 (http://www.apache.org/licenses/)
PDF.js
Apache License Version 2.0 (http://www.apache.org/licenses/)
Font Awesome
SIL OFL 1.1 (http://scripts.sil.org/OFL)
MIT License (http://opensource.org/licenses/mit-license.html)
CC BY 3.0 ( http://creativecommons.org/licenses/by/3.0/)
Powered by Worktribe © 2024
Advanced Search