Exploring Social Media’s Potential in Interprofessional Education

Cain, Jeff; Chretien, Katherine C.

doi:10.22230/jripe.2013v3n2a110

Cited by 18 publications

(21 citation statements)

References 18 publications

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“…This restricts the positive interactive nature of blogging as part of reflection, as a way of receiving feedback from peers and supervisors, which is known to deepen thinking on events and experiences. It could however be argued that the 'digital natives' characteristics of seeking 'continuous feedback' and the preference for a constructive learning style, discussed by Hill et al (2013) and Cain and Chretien (2013) respectively, could be well catered for through platforms that offer a space for interactive reflection. Indeed this supports Kivunja (2014)'s research into the teaching and learning styles which stresses the importance of allowing digital natives to embrace technology such as social media to enhance their constructive learning style.…”

Section: Discussionmentioning

confidence: 99%

“…It could be questioned whether the differences in early exposure to technology will impact on how 'digital natives' need to be managed and continue to access their CPD (Hill et al, 2013;Gray, 2008). Cain and Chretien (2013) argue that social media supports the constructive learning theory involving learning through interaction. This is because social media is a normal mode of communication particularly to 'digital natives' and in itself shapes the socialisation process for students.…”

Section: Barriers To Social Media Use For Cpdmentioning

confidence: 99%

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Attitudes to social media use as a platform for Continuing Professional Development (CPD) within occupational therapy

Murray

Ward

2017

Journal of Further and Higher Education

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Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and notforprofit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form • a hyperlink/URL to the original Insight record of that item is included in any citations of the work • the content is not changed in any way • all files required for usage of the item are kept together with the main item file. You may not• sell any part of an item • refer to any part of an item without citation • amend any item or contextualise it in a way that will impugn the creator's reputation • remove or alter the copyright statement on an item. Abstract Introduction:This study explored what influences the use of social media platforms has within the continuing professional development of occupational therapy students and qualified occupational therapists within one university. It also considered perceived barriers to its use and whether age in line with generation theory, in particular digital natives vs digital immigrants impacted on willingness to utilise social media sites within CPD. Method:A mixed method survey design was utilised to collect qualitative and quantitative data through an online questionnaire. Content analysis was used to code and identify themes. Descriptive statistics were used to quantify the findings, and consider variations across the digital native/immigrant divide. Findings:Results highlighted there was a predominantly positive attitude to social media use within CPD. Accessibility, networking, learning and development were highlighted as advantages to its use. The results suggest that the digital native/immigrant divide does not impact on willingness to use social media within CPD but does impact on perceived knowledge and skills to utilise the platforms confidently. Conclusion:The study has highlighted a need for more structured teaching on professional social media use within the occupational therapy curriculum in both undergraduate and post graduate pre-registration programmes. It has also highlighted a need for more training among qualified occupational therapists, if platforms are to be embraced more universally. Curriculum DevelopmentTwitter, LinkedIn and a range of blogging platforms. These enable communication over a large geographical area virtually over the Internet.

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Section: Discussionmentioning

confidence: 99%

Section: Barriers To Social Media Use For Cpdmentioning

confidence: 99%

Attitudes to social media use as a platform for Continuing Professional Development (CPD) within occupational therapy

Murray

Ward

2017

Journal of Further and Higher Education

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“…Cain J and Chretien K [5] introduced a new term "interprofessional education". It is defined as when different individuals come together on a single platform to share knowledge which leads to improved and better understanding as they are learning from each other's experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effects of Social Networks on Pakistani Students

Khalid¹

2017

J Inform Tech Softw Eng

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In the present world of technology, Internet plays a vital role in student's life. Students use the internet facility for different purposes i.e., communication, preparation, acquiring knowledge, entertainment etc. In this research, our task is to find the impact of social networks on student's physical and psychological health. We also find that how social networks impact the academics of students. Lastly, we discuss how youngsters got compromised by their personal and private data. In the end, we figured out that the excessive use of social networks effect the students' physical and psychological health negatively. Social Networking Platforms have a positive impact on their academics. A number of students have been harassed and their personal data has been misused due to lack of knowledge about security and privacy policies. Therefore, we suggested that social media should be taught as a subject or at a workshop/ seminar for the awareness of cybercrimes and the policies (security and privacy both). studies. Further on, they analyzed the data collected from a survey that there is a very large number users using social media with multiple IDs (real and fake one). Lastly they said that in Pakistan there are no such laws for social networking sites to be followed. Kalia G [8] in her research paper concluded that the students should be engaged on a social platform with each other to learn better and more. Teachers should help kids to understand 'what social media is?' and its fair use. Finally she said that social media is an entertainment world but it can also be used for educative and professional purposes.Shahjahan ATM and Chisty KU [9] came to the conclusion that the overall effect of social media on teenagers is negative. Because of addiction to social platforms, students usually get low grades. Parents are not aware of their children's social accounts and their policies, which affect them later on. The teenager lack confidence and try to avoid faceto-face communications.Siddiqui S and Singh T [10] discussed both the positive and negative aspects of social media. Students can make a group of their class on any social platform where they can discuss and express themselves. They can share useful information by using that specific platform. They can explore the opportunities for their future. But it also distract students from their academics. Teenagers are not completely aware of the terms and policies and that social platform. And they misuse it by creating fake accounts for fun purposes and later on get addicted to it.Khurana N [11] discovered that in India 66% of the youth uses social platforms for at least 2 hours a day. He also discovered that a very large number of youngsters have been victimized by cybercrimes. And finally he concluded that it all happens just because of not understanding the terms and conditions properly.Zeitel-Bank N [12] in her paper summarized that social platforms provide us the opportunity to share a local news and make it a global one. But if one business firm spread a fak...

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“…However, a number of challenges arise in organizing IPE at the pre-and post-licensure level, including the logistical barriers associated with scheduling interprofessional learning activities across different programs and often different geographical sites (Cain & Chretien, 2013;Santy et al, 2009;. IPE at the post-licensure level presents a number of additional challenges, such as increased workload, shift work logistics, and staff distribution across different clinical sites in urban, rural, and remote areas.…”

Section: Discussionmentioning

confidence: 99%

“…Online learning, as an example, has been identified as an alternative and interactive method for overcoming some of the scheduling and geographical challenges associated with facilitating interprofessional learning (Barr et al, 2005;Casimiro, MacDonald, Thompson, & Stodel, 2009;Santy, Beadle, & Needham, 2009;Stew, 2005). Social media applications have also been identified as having great potential for facilitating interprofessional learning and overcoming some of the logistical challenges associated with organizing IPE (Cain & Chretien, 2013).…”

Section: Introductionmentioning

confidence: 99%

The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels

Curran

Reid

Reis

et al. 2015

Journal of Interprofessional Care

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Interprofessional education (IPE) in health and human services educational and clinical settings has proliferated internationally. The use of information and communication technologies (ICTs) in the facilitation of interprofessional learning is also growing, yet reviews of the effectiveness of ICTs in the delivery of pre- and/or post-licensure IPE have been limited. The current study's purpose was to review the evaluation outcomes of IPE initiatives delivered using ICTs. Relevant electronic databases and journals from 1996 to 2013 were searched. Studies which evaluated the effectiveness of an IPE intervention using ICTs were included and analyzed using the Barr et al. modified Kirkpatrick educational outcomes typology. Fifty-five studies were identified and a majority reported evaluation findings at the level 1 (reaction/satisfaction). Analysis revealed that learners react favorably to the use of ICTs in the delivery of IPE, and ICT-mediated IPE can lead to positive attitudinal and knowledge change. A majority of the studies reported positive evaluation outcomes at the learner satisfaction level, with the use of web-based learning modalities. The limited number of studies at other levels of the outcomes typology and deficiencies in study designs indicate the need for more rigorous evaluation of outcomes in ICT-mediated IPE.

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Exploring Social Media’s Potential in Interprofessional Education

Cited by 18 publications

References 18 publications

Attitudes to social media use as a platform for Continuing Professional Development (CPD) within occupational therapy

Attitudes to social media use as a platform for Continuing Professional Development (CPD) within occupational therapy

The Effects of Social Networks on Pakistani Students

The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels

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