The Development and Impact of a Social Media and Professionalism Course for Medical Students

Gomes, Alexandra; Butera, Gisela; Chretien, Katherine C.; Kind, Terry

doi:10.1080/10401334.2016.1275971

Cited by 48 publications

(54 citation statements)

References 25 publications

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“…[4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19][20][21] Six studies measured competency or ability, 10,13,[22][23][24][25] two studies measured readiness, 9,16 and five studies e92 lacked sufficient detail to determine what they used. [26][27][28][29][30] Measuring one's willingness to perform a task or one's confidence helps promote reflection of performance 3 but is not the most effective method of evaluating learning or performance. Additionally, pre-test GS-a coupled with post-test GSa are inadequate measurements of program results.…”

Section: E91mentioning

confidence: 99%

“…According to our analysis, five studies had not used any pre-intervention assessments at all. 5,10,18,22,28 Eighteen studies administered pre-post self-assessments, 4,[6][7][8][9][12][13][14][15][16][17]19,21,23,25,27,29,30 whereas only three studies employed post-intervention retrospective pre-test selfassessments. 11,24,26 One study had employed both pre-intervention pre-test and post-intervention retrospective pre-test self-assessments.…”

Section: E91mentioning

confidence: 99%

“…Of the 27 selected studies, 22 studies used the observable, clearly written, specific learning objectives from the program or intervention in their self-assessments. [4][5][6][7][8][9][10][12][13][14][15][16][17][18][21][22][23][24][25]28,29 Yet, five studies either lacked sufficient details to determine what they used or used topic areas and broad domains instead of learning objectives. 11,20,26,27,30 When selfassessments refer to ambiguous learning objectives, respondents may not be able to accurately interpret what they are expected to assess.…”

Section: E91mentioning

confidence: 99%

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Black Ice: Five ways to get a grip on grouped self-assessments of competence for program evaluation

Zhao

D’Eon

2020

Can. Med. Ed. J

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Self-assessments conducted by individuals when taken together (grouped) provide valid and accurate measures of learning outcomes of the group. This is useful for program evaluation. Grouped self-assessments are simple to understand and construct, easy to implement, relatively accurate, and do not require extensive and complex pre-post testing measures. However, group self-assessments have the potential to be misused. To examine how group self-assessments have been used in medical education, we conducted a search of journal articles published in 2017 and 2018 from eight prominent medical education journals. Twenty-seven (n=27) articles that used self-assessments for program evaluation were selected for data extraction and analysis. We found three main areas where misuse of self-assessments may have resulted in inaccurate measures of learning outcomes: measures of “confidence” or “comfort”, pre-post self-assessments, and the use of ambiguous learning objectives. To prevent future misuse and to build towards more valid and reliable data for program evaluations, we present the following recommendations: measure competence instead of confidence or comfort; use pre-test self-assessments for instructional purposes only (and not for data); ask participants to do the post-intervention self-assessments first followed by retrospective pre-intervention self-assessments afterwards; and use observable, clear, specific learning objectives in the educational intervention that can then be used to create the self-assessment statements.

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Section: E91mentioning

confidence: 99%

Section: E91mentioning

confidence: 99%

Section: E91mentioning

confidence: 99%

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Black Ice: Five ways to get a grip on grouped self-assessments of competence for program evaluation

Zhao

D’Eon

2020

Can. Med. Ed. J

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“…Facebook, Twitter, LinkedIn, YouTube, Instagram, Wikis, Blogs, Podcasts and WeChat are the most popular social media worldwide. Medical professionalism is a multi-dimensional construct that refers to a set of skills and competencies that the professionals are expected to practice (2) The crossroads of medical professionalism and use of social media has created a new facet of digital professionalism, interchangeable with e-professionalism, that re ects the manifestation of traditional professional attitudes and behaviors through social media (3).…”

Section: Introductionmentioning

confidence: 99%

“…Unfortunately, literature has reported erosions of professional identities and behaviours in the current era of digital professionalism (7). Inappropriate social media behavior has also shown detrimental effects on medical and health sciences students' approach towards humanism, empathy and altruism (3). Unauthorized postings of patient health information, pictures, patient-doctor communication blogs, and images with clear patient identi cation are the commonly witnessed unprofessional behaviors.…”

Section: Introductionmentioning

confidence: 99%

Preserving Professional Identities, Behaviors, and Values in Digital Professionalism: A Scoping Review

Guraya

Yusoff

2020

Preprint

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Background Despite a rapid rise of use of social media in medical disciplines, uncertainty prevails among healthcare professionals for providing medical content on social media. There are also growing concerns about unprofessional behaviors and blurring of professional identities that are undermining digital professionalism. This review tapped the literature to determine the impact of social media on medical professionalism and how can professional identities and values be maintained in digital era. Methods We searched the databases of PubMed, ProQuest, ScienceDirect, Web of Science, and EBSCO host using (professionalism AND (professionalism OR (professional identity) OR (professional behaviors) OR (professional values) OR (professional ethics))) AND ((social media) AND ((social media) OR (social networking sites) OR Twitter OR facebook)) AND (health professionals). The research questions were based on participants (health professionals), concept (professionalism), and context (social media, digital world). We screened initial yield of titles using pre-determined inclusion and exclusion criteria and selected a group of articles for qualitative analysis. We used the Biblioshiny® software package for generation of popular concepts as clustered keywords. Results Our search yielded 44 articles with four leading themes; marked rise in use of social media by healthcare professionals and students, negative impact of social media on digital professionalism, blurring of medical professional values, behaviors, and identity in digital era, limited evidence for teaching and assessing digital professionalism. A high occurrence of violation of patient privacy and professional integrity and cyberbullying is reported. There are no existing guidelines and policies for digital professionalism that can safeguard healthcare professionals, students and patients. Conclusion Our scoping review reports a rapid rise of unprofessional behaviors on social media among healthcare professionals. The boundaries between personal and professional practices are mystified in digital professionalism. These findings call for potential educational ramifications to resurrect professional virtues, behaviors and identities of healthcare professionals and students.

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Teaching with Cadavers Outside of the Dissection Room Using Cadaveric Videos

Stone

Hennessy

Smith

2022

Advances in Experimental Medicine and Biology

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The Development and Impact of a Social Media and Professionalism Course for Medical Students

Cited by 48 publications

References 25 publications

Black Ice: Five ways to get a grip on grouped self-assessments of competence for program evaluation

Black Ice: Five ways to get a grip on grouped self-assessments of competence for program evaluation

Preserving Professional Identities, Behaviors, and Values in Digital Professionalism: A Scoping Review

Teaching with Cadavers Outside of the Dissection Room Using Cadaveric Videos

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