Guckian, J; Edwards, S; Rees, EL; Burford, B
(2024)
Social media quality in undergraduate medical education: A reconceptualisation and taxonomy.
Clin Teach, 22 (1).
e13825.
ISSN 1743-498X
https://doi.org/10.1111/tct.13825
SGUL Authors: Rees, Eliot Lloyd
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Abstract
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.
Item Type: | Article |
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Additional Information: | © 2024 The Author(s). The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
Keywords: | 1103 Clinical Sciences, 1302 Curriculum and Pedagogy, Medical Informatics |
SGUL Research Institute / Research Centre: | Academic Structure > Institute of Medical, Biomedical and Allied Health Education (IMBE) |
Journal or Publication Title: | Clin Teach |
ISSN: | 1743-498X |
Language: | eng |
Publisher License: | Creative Commons: Attribution 4.0 |
PubMed ID: | 39505362 |
Go to PubMed abstract | |
URI: | https://openaccess.sgul.ac.uk/id/eprint/116953 |
Publisher's version: | https://doi.org/10.1111/tct.13825 |
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