Social Media and Clinical Care

Chretien, Katherine C.; Kind, Terry

doi:10.1161/circulationaha.112.128017

Cited by 301 publications

(150 citation statements)

References 45 publications

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“…6,26 These include safeguarding patient privacy, Bpause before posting,^avoiding inflammatory material, and carefully considering material that is to be posted for public consumption. The one area where superusers deviated from published guidance is the advice to maintain separate personas or accounts for personal and professional purposes.…”

Section: Discussionmentioning

confidence: 99%

“…Sharing credible health content, advocacy, career networking, and staying up to date with one's field can all be achieved through use of social media. 5,6 Twitter is a social media platform with characteristics that can make it useful for professional networking. Its mission is, BTo give everyone the power to create and share ideas and information instantly, without barriers.^7 Twitter has 271 million active users monthly, and 500 million tweets are sent each day.…”

Section: Introductionmentioning

confidence: 99%

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A Digital Ethnography of Medical Students who Use Twitter for Professional Development

et al. 2015

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BACKGROUND: While researchers have studied negative professional consequences of medical trainee social media use, little is known about how medical students informally use social media for education and career development. This knowledge may help future and current physicians succeed in the digital age. OBJECTIVE: We aimed to explore how and why medical students use Twitter for professional development. DESIGN: This was a digital ethnography. PARTICIPANTS: Medical student Bsuperusers^of Twitter participated in the study APPROACH: The postings (Btweets^) of 31 medical student superusers were observed for 8 months (May-December 2013), and structured field notes recorded. Through purposive sampling, individual key informant interviews were conducted to explore Twitter use and values until thematic saturation was reached (ten students). Three faculty key informant interviews were also conducted. Ego network and subnetwork analysis of student key informants was performed. Qualitative analysis included inductive coding of field notes and interviews, triangulation of data, and analytic memos in an iterative process. KEY RESULTS: Twitter served as a professional tool that supplemented the traditional medical school experience. Superusers approached their use of Twitter with purpose and were mindful of online professionalism as well as of being good Twitter citizens. Their tweets reflected a mix of personal and professional content. Student key informants had a high number of followers. The subnetwork of key informants was well-connected, showing evidence of a social network versus information network. Twitter provided value in two major domains: access and voice. Students gained access to information, to experts, to a variety of perspectives including patient and public perspectives, and to communities of support. They also gained a platform for advocacy, control of their digital footprint, and a sense of equalization within the medical hierarchy. CONCLUSIONS: Twitter can serve as a professional tool that supplements traditional education. Students' practices and guiding principles can serve as best practices for other students as well as faculty.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Digital Ethnography of Medical Students who Use Twitter for Professional Development

et al. 2015

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“…Organization and universities have begun to take notice of this situation and have begun developing guidelines [3] that will foster awareness in handling social media in both students and residency programs. Chretien et al, reported that 60 % of the schools had incidents in which the students engaged in posting unprofessional content [4].…”

Section: Introductionmentioning

confidence: 99%

Social Media Impact: Utility of Reflective Approach in the Practice of Surgery

2014

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Social media is rapidly being incorporated into medical education. We created a small group, reflective practice sessions by integrating specific medical cases to improve awareness about professionalism on social media. Medical scenarios were generated for reflective practice sessions on social media professionalism. Anonymous pre/post-session surveys evaluated residents' use of social media and gathered their opinions on the session. Thirty-eight of 48 (79 %) residents replied to the presession survey with 50 % (19/38) reporting daily digital media use, 76 % (29/38) witnessed unprofessional postings on social media, and 21 % (8/38) posted unprofessional content themselves. Of the 79 % (30/ 38) residents who attended the session, 74 % (28/38) completed the post-session survey. Residents reported the session added to the longevity of their professional career 4.11, 95 % CI (3.89-4.36). As a result of the session, they were more conscious of using the social media more professionally 3.47, 95 % CI (2.88-3.96) and would be proactive in protecting patient privacy and confidentiality on social media sites 3.96, 95 % CI (3.50-4.37). In summary, reflective practice-based sessions regarding the impact of social media on professionalism in surgery was well favored by the residents. The majority agreed that it had important implications for the longevity of their professional career. Participants reported having an increased awareness to protect patient privacy and utilize social media more professionally.

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“…Students need to have a wellestablished understanding of the ethical practice around social media use to prevent breaches of confidentiality or blurring of professional and personal boundaries. Chretien and Kind [31] described the inability to maintain a professional persona in the more relaxed setting of social media. …”

Section: Discussionmentioning

confidence: 99%

Occupational therapy students’ use of social media for professional practice

Naidoo

Govender

Stead

et al. 2018

AJHPE

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Background. The use of social media for professional practice is an emerging trend for healthcare professionals; however, limited literature exists on the phenomenon. Social media usage is prevalent among students, as it is incorporated into many health professions education curricula. This poses potential ethical dilemmas. Objective. To examine the nature of social media usage and knowledge of ethical considerations by occupational therapy (OT) students for professional purposes. Methods. A quantitative, cross-sectional survey was administered to the entire cohort of OT students (N=128) enrolled at the University of KwaZuluNatal, Durban, South Africa in 2016. Data were analysed descriptively using Microsoft Excel 2013 (Microsoft, USA). Results. The most commonly used device to access social media was mobile phones, with WhatsApp and YouTube frequently used for both general and professional purposes. Uses included accessing social media for developing professional skills and knowledge, and in fulfilling academic requirements. Ethical dilemmas were evident among students, who indicated that social media ethical considerations should be incorporated into the curriculum. Conclusion. The study highlighted that most students use some form of social media as part of their professional practice, which has the potential to be used effectively to enhance learning opportunities. Future studies of a qualitative nature could shed light on students' perceptions of social media and practical implications for practice.

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Social Media and Clinical Care

Abstract: The online-only Data Supplement is available with this article at http://circ.ahajournals.org/lookup/suppl

Cited by 301 publications

References 45 publications

A Digital Ethnography of Medical Students who Use Twitter for Professional Development

A Digital Ethnography of Medical Students who Use Twitter for Professional Development

Social Media Impact: Utility of Reflective Approach in the Practice of Surgery

Occupational therapy students’ use of social media for professional practice

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