The purpose of this study is to investigate the internet use of Turkish adolescents, with a (particular) focus on the risk of Internet addiction. A web-based questionnaire was completed by a total of 4,311 adolescents attending public high schools in grades 9-12, in a small-sized city in western Turkey. Ages ranged from 15 to 19 years, 54 percent were female and 46 percent male. The questionnaire included items on sociodemographic information, Internet usage, and a Turkish version of the Young's Internet Addiction Test. The data were analyzed in SPPS 15.0 program using the t test, the Mann-Whitney U test, correlation and hierarchic regression analysis. The findings show that, regardless of gender, Facebook ranked highest in the classification of students' purpose of Internet use; it was also found that females mainly used the Internet for communication, whereas males were more interested in playing online games and reading newspapers and magazines. The results of hierarchic regression analysis indicated that the significant predictors of the internet addiction were the presence of Internet access at home, gender, and family income levels.

Introduction The aim of this study was to evaluate usage habits, attitudes and perceptions towards mobile learning (m-learning), as well as to identify variables related to those attitudes amongst undergraduate dental students. Materials and Methods The study consists of 81 dental undergraduate students who who volunteered to participate. The data collection tool consists of an m-learning attitude scale, a questionnaire, and open-ended questions. To compare the total scores and factors of m-learning attitude scale for demographic information and mobile technology usage habits of the students; the Mann–Whitney U test was used for two independent groups such as gender, presence of electronic devices, and places of Internet usage. The Kruskal–Wallis test was also used to compare the total scores and factors of m-learning attitude scale for more than two independent groups including internet usage purposes and opinions. Spearman’s correlation coefficient was performed, and linear regression analysis was used to predict the change in total score according to the purposes of Internet usage. Results The majority of students thought that the use of mobile devices in dentistry courses was useful and their attitudes towards m-learning were high. The students generally use the Internet for online shopping, connecting to social networks, and communication. They tend to use mobile technologies for personal use, followed by educational purposes. There were significant differences found in the m-learning attitudes for gender, having a portable power supply and use of mobile devices in dentistry courses. Communication was found significant in predicting the change in total score for the m-learning attitude scale according to the purpose of Internet usage. Conclusion Dental students have generally positive attitudes towards m-learning. Students raise awareness towards the promise of m-learning in order to apply their individual technology use and learning behaviours. Designing learning materials and applications for mobile devices may increase students’ performances.

Background Recent medical education literature pertaining to professional identity development fails to reflect the impact social media has on professional identity theory. Social media is transforming the field of medicine, as the web-based medium is now an avenue for professional development and socialization for medical students and residents. Research regarding identity development in social media has been primarily confined to electronic professionalism through best practice guidelines. However, this neglects other potential aspects pertinent to digital identity that have not yet been explored. Objective This study aims to define the properties and development of the digital self and its interactions with the current professional identity development theory. Methods A qualitative study was conducted using thematic analysis. A total of 17 participants who are social media education and knowledge translation experts were interviewed. The initial participants were from emergency medicine, and a snowball sampling method was used following their respective web-based semistructured interviews to enable global recruitment of other participants from interprofessional disciplines. The research team consisted of a diverse group of researchers including one current social media knowledge translation physician clinician educator, one postdoctoral researcher who is regularly engaged in social media knowledge translation, and 3 nonphysician research assistants who are not social media users. Half of the team conducted the initial coding and analysis, whereas the other 2 investigators audited the procedures followed. Results A total of 4 themes were identified that pertain to digital identity. In the first theme, origins of initial digital identity formation were found to be derived from perceived needs in professional roles (eg, as a medical student or resident). The second theme consisted of the cultivation of digital identity, in which digital identity was developed parallel to professional identity. The third theme that emerged was the management between the professional and personal components of digital identity. Participants initially preferred keeping these components completely separate; however, attempts to do so were inadequate while the integration of both components provided benefits. The fourth theme was the management of real-life identity and digital identity. Participants preferred real-life identity to be wholly represented on the web. Instances of misalignment resulted in identity conflict, compromising one of the identities. Conclusions Social media introduces new features to professional identity in the digital world. The formation of digital identity, its development, and reconciliation with other identities were features captured in our analysis. The virtual component of professional identity must not be neglected but instead further explored, as educational institutions continue to give more importance to navigating professional identity development.

Introduction There still remains a gap between those who conduct science and those who engage in educating others about health sciences through various forms of social media. Few empirical studies have sought to define useful practices for engaging in social media for academic use in the health professions. Given the increasing importance of these platforms, we sought to define good practices and potential pitfalls with help of those respected for their work in this new field. Methods We conducted a qualitative study, guided by constructivist grounded theory principles, of 17 Electronic supplementary material The online version of this article (