The risks and benefits of social media in dental foundation training

Bhola, Sarang Shankar; Hellyer, Paul

doi:10.1038/sj.bdj.2016.854

Cited by 41 publications

(51 citation statements)

References 25 publications

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“…During the last decade, due to widespread use of smartphones, the Internet, and smart devices, the use of social media has greatly increased, has gained popularity, and has enhanced learning among students. [1][2][3][4][5] Social media applications such as Facebook, Twitter, Google+, LinkedIn, and Student Doctor network allow users to connect, collaborate, and communicate with one another on a global scale. [1][2][3][4][5] In 2015, it was reported that 88% of 16-24-year-olds used social media daily, compared to 60% aged 65 and older, which supports the ever-increasing popularity of social media.…”

Section: Introductionmentioning

confidence: 99%

“…[1][2][3][4][5] Social media applications such as Facebook, Twitter, Google+, LinkedIn, and Student Doctor network allow users to connect, collaborate, and communicate with one another on a global scale. [1][2][3][4][5] In 2015, it was reported that 88% of 16-24-year-olds used social media daily, compared to 60% aged 65 and older, which supports the ever-increasing popularity of social media. 2 Students are digitally literate, social, team-workers, both visual and interactive.…”

Section: Introductionmentioning

confidence: 99%

“…[1][2][3][4][5] In 2015, it was reported that 88% of 16-24-year-olds used social media daily, compared to 60% aged 65 and older, which supports the ever-increasing popularity of social media. 2 Students are digitally literate, social, team-workers, both visual and interactive. 1, 3 Thus, educators should match their teaching styles based on the learning needs of students.…”

Section: Introductionmentioning

confidence: 99%

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Student\'s Perception of the Impact of E-learning on Dental Education

Türkyilmaz

Hariri²,

Jahangiri

2019

The Journal of Contemporary Dental Practice

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Aim:The aim of this study is to assess the influence of e-learning on dental education as perceived by predoctoral dental students. Materials and methods: In an institutional review board (IRB) approved protocol, a 14-question survey was created and electronically distributed to second-, third-, and fourth-year dental students. The participation was considered voluntary and all responses were anonymous. Results: The survey targeted 1,130 predoctoral students, of which 255 (22.6%) responded. Of the respondents, 124 students (48.6%) preferred traditional lecture mixed with online learning, while 46 students (18%) preferred only the traditional lecture style. The top three electronic resources/applications, which students perceived as having the greatest impact on their learning, were: YouTube, Bone Box, and Google. The responses also indicated that 76.5% of the students gave high credibility (scores of 4 and 5) to electronic resources recommended by faculties. Sixty percent of students spent 1 to more than 4 hours per day on electronic resources for academic performance. The most important factor for online applications influencing academic performance was "organization and logic of content" (54%). E-learning had a significant perceived effect (scores of 4/5) on didactic understanding (65.1%) and on clinical understanding (71.4%). Students observed that faculties estimated to be under 50 years of age were more likely to incorporate e-learning into courses (52.6%) and more likely to use social media for communication (41.6%). Conclusion:The results indicate that e-learning may successfully be used in a dental school's curriculum to enhance students' perceptions of fundamental concepts and to enable students to apply this knowledge to clinical cases. Clinical significance: E-learning has recently been proposed as a basic supplementary tool to enhance medical and dental education. It is crucial to determine dental students' preferences regarding social media, online applications, and databases in order to incorporate e-learning into dental school courses.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Student\'s Perception of the Impact of E-learning on Dental Education

Türkyilmaz

Hariri²,

Jahangiri

2019

The Journal of Contemporary Dental Practice

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“…13 14 In fact, there is an ongoing debate within the BDJ on the impact and significance of social media on dentistry and dental professionalism. [15][16][17][18][19][20][21] While a lot of research has been conducted on the online behaviours of medical and allied health professional students (see above), less has been undertaken on dental students, except for Kenny and Johnson 22 and Nason et al 23 Mindful of this gap in our knowledge, this research was conducted to explore the social media habits of dental students and their views on e-professionalism. Its aim was to determine whether students were aware of the standards set by the GDC regarding social media and whether they believed they were being professional in their online activities.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of e-professionalism among dental students: a UK dental school study

Dobson¹,

Patel

Neville

2019

Br Dent J

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Introduction: The social media activity of some healthcare students has created doubt about their ability to uphold and defend the ethical principles of healthcare in their online behaviours. A lot of research has been conducted on the online behaviours of medical and allied health professional students, however, less has been undertaken on dental students. Aims: Its aim was to determine whether students were aware of the guidelines set by the General Dental Council (GDC) regarding social media and whether they believed they were being professional in their online activities. Methods and materials: Eighty-eight dental students (46 from year 2; 42 from year 4) at one UK dental school completed a questionnaire study examining their attitude towards and perceptions of e-professionalism. Results: The results show that most students were heavy users of social media with an awareness of social media guidelines set out by the GDC. However, student responses to various e-professionalism scenarios reveals disagreement on whether posts referring to alcohol and work colleagues were deemed unprofessional. Conclusion: Student perceptions of and attitudes towards e-professionalism is complicated and contradictory. More research will need to be undertaken to explore how we can inculcate eprofessional values and behaviours in dental professionalism teaching. 3 in-brief points • The ubiquity of social media means that it is an inescapable aspect of everyday life and has a direct bearing on professional practice and reputation. • All students underestimated how accessible they are to the public because of what they post online. • Though students have an awareness of GDC social media guidelines, their interpretation of whether it is professional to be implicated in online posts and photos that involve alcohol and workrelated updates was ambivalent.

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“…39 In fact, it is difficult to verify the authenticity of the information presented on social media websites. 40 In addition, information is usually lacking referencing, incomplete or being informal. 41 Thus, it is the user's responsibility to verify the reliability and the quality of the information.…”

Section: (61)mentioning

confidence: 99%

Medical reliability of a video‐sharing website: The gingival recession model

Hamdan

Shaqman

Karaky

et al. 2019

Eur J Dental Education

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Communication of health information is considered a cornerstone for the success of any treatment. This includes patient education that is a relevant component of health care, and continuing education that is critical in professional development.It is the responsibility of healthcare professionals to provide patients with healthcare information in relation to their condition. Nevertheless, this role is changing nowadays with the increasing use of the Internet to seek health care-related information. The considerable penetration and the free accessibility of the Internet boost the patients' desires to be self-informed, at the expense of the face-to-face professional interview. 1-3 Increasing number of consumers are using social media to seek information and support for health-related issues. 4 It has been shown that 59% of US adults have looked online for health information in 2012. 5 This implies Abstract Objectives: To evaluate the quality of the scientific/clinical information in dentistry delivered by videos hosted by a popular video-sharing website. Methods: The gingival recession condition was used as a model and YouTube™ as the video hosting service. A systematic observation of videos containing information on gingival recession was conducted. Videos were analysed to evaluate (i) the scientific reliability and quality of the information using Global Quality Scale (GQS) and DISCREN criteria; and (ii) the understandability of this information using a tailormade custom comprehensiveness index (CI). Results: One hundred and eighty videos were identified. Videos dealing with surgical procedures were not included in the present review. After selection, 41 videos were analysed. The mean GQS was 2.34 on a 0-5 scale, and 25 (61%) videos showed clear aims according to DISCREN criteria. Misleading content was observed in eight videos (19.5%). The scientific sources of information were unclear in 26 (63.4%) videos. All videos failed to give additional references for supplemental information. Only three videos (7%) provided basic information on aetiology, clinical presentations and management of gingival recession. Based on 0-2 CI scores, three, nine and 29 videos had a score of 2, 1 and 0, respectively. Conclusion:The present model indicates that social media websites aiming to provide health information should be carefully accounted, especially when dealing with dentistry. It also suggests professional involvement to improve the quality of the delivered information. K E Y W O R D Seducation, gingival recession, health communication, information quality, video, YouTube

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The risks and benefits of social media in dental foundation training

Cited by 41 publications

References 25 publications

Student\'s Perception of the Impact of E-learning on Dental Education

Student\'s Perception of the Impact of E-learning on Dental Education

Perceptions of e-professionalism among dental students: a UK dental school study

Medical reliability of a video‐sharing website: The gingival recession model

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