Attitudes of Health Professional Educators Toward the Use of Social Media as a Teaching Tool: Global Cross-Sectional Study

Abstract

BackgroundThe use of social media in health education has witnessed a revolution within the past decade. Students have already adopted social media informally to share information and supplement their lecture-based learning. Although studies show comparable efficacy and improved engagement when social media is used as a teaching tool, broad-based adoption has been slow and the data on barriers to uptake have not been well documented.ObjectiveThe objective of this study was to assess attitudes of health educators toward social media use in education, examine differences between faculty members who do and do not use social media in teaching practice, and determine contributing factors for an increase in the uptake of social media.MethodsA cross-sectional Web-based survey was disseminated to the faculty of health professional education departments at 8 global institutions. Respondents were categorized based on the frequency of social media use in teaching as “users” and “nonusers.” Users sometimes, often, or always used social media, whereas nonusers never or rarely used social media.ResultsA total of 270 health educators (52.9%, n=143 users and 47.0%, n=127 nonusers) were included in the survey. Users and nonusers demonstrated significant differences on perceived barriers and potential benefits to the use of social media. Users were more motivated by learner satisfaction and deterred by lack of technology compatibility, whereas nonusers reported the need for departmental and skill development support. Both shared concerns of professionalism and lack of evidence showing enhanced learning.ConclusionsThe majority of educators are open-minded to incorporating social media into their teaching practice. However, both users and nonusers have unique perceived challenges and needs, and engaging them to adapt social media into their educational practice will require previously unreported approaches. Identification of these differences and areas of overlap presents opportunities to determine a strategy to increase adoption.

How an Environment of Stress and Social Risk Shapes Student Engagement With Social Media as Potential Digital Learning Platforms: Qualitative Study

“…For medical students, academic pressures from assignments and examinations drive them to use social media and support each other [ 5 , 33 ]. Online peer support in small groups is perceived as a low-risk environment by students.…”

Facebook® Group Usage to Support Flipped-Classroom Learning on Ocular Trauma

“…Many students, for example, find it difficult to be independently finishing or to complete tasks without external support. [22][23][24] A particular concern is that students often lack self-regulation skills, for example, to control behavior, emotions, and thoughts. When students cannot regulate themselves in a technology-based environment, the possible consequences include; anxiety, frustration, and even failure.…”

Usage of Internet in Seeking Health Information among Medical and Dental Practitioners in Hyderabad

“…In the past, there was no problem in identifying the information sources in libraries as the major information carriers were mainly in printed format. But the advent of Internet as a viable information and communication technology (ICT) tools has facilitated access to health information resources which has cause a paradigm shift in the information seeking behaviour of users [13][14][15]. Therefore, understanding the information seeking behaviour of health professionals will help librarian to provide better and improved health information resources.…”