Social media quality in undergraduate medical education: A reconceptualisation and taxonomy.
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| Title: | Social media quality in undergraduate medical education: A reconceptualisation and taxonomy. |
|---|---|
| Authors: | Guckian, Jonathan1 (AUTHOR) jonathan.guckian@outlook.com, Edwards, Sarah2 (AUTHOR), Rees, Eliot L.3 (AUTHOR), Burford, Bryan4 (AUTHOR) |
| Source: | Clinical Teacher. Feb2025, Vol. 22 Issue 1, p1-9. 9p. |
| Subject Terms: | *Medical students, *Medical schools, Identity (Psychology), Professional identity, Research questions |
| Abstract: | Background: Social Media (SoMe) as a learning tool, though ubiquitous in society and popular within medical education, is often criticised as superficial. Its limitless output has been blamed for encouraging shorter attention spans and shirking in‐depth reflection. The evidence base is itself superficial and lacking rigour or meaning. We aimed to consider a theoretical basis for how 'quality' learning may happen on such platforms. Our findings then informed the construction of a taxonomy for SoMe learning. Methods: We conducted a qualitative interview study of United Kingdom (UK) medical students using a theory‐informed inductive study design. The research question was: 'How do medical students conceptualise quality of learning on social media?'. We purposively sampled participants from responses to a short survey collecting demographic and SoMe usage data. Interview data were analysed using framework analysis and informed by Blooms taxonomy, connectivism and communities of practice (CoP) theories. Results: We received survey responses from 118 medical students across 25 UK medical schools. From these, 13 participants were recruited to individual semi‐structured interviews. We constructed three themes through framework analysis of interview data: cognitive hacking, professional identity reflection and safety, control and capital. Discussion: Quality SoMe learning may be conceptualised as a socially connected process, built upon constantly evolving networks but inexorably influenced by fluctuating hierarchy within learner‐centric CoP. Educators and institutions may support high‐quality learning for students through engagement which promotes community development, and safe, listening environments which foster professional identity formation. [ABSTRACT FROM AUTHOR] |
| Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183818141 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Social media quality in undergraduate medical education: A reconceptualisation and taxonomy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Guckian%2C+Jonathan%22">Guckian, Jonathan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jonathan.guckian@outlook.com</i><br /><searchLink fieldCode="AR" term="%22Edwards%2C+Sarah%22">Edwards, Sarah</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rees%2C+Eliot+L%2E%22">Rees, Eliot L.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Burford%2C+Bryan%22">Burford, Bryan</searchLink><relatesTo>4</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Feb2025, Vol. 22 Issue 1, p1-9. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+schools%22">Medical schools</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Research+questions%22">Research questions</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Social Media (SoMe) as a learning tool, though ubiquitous in society and popular within medical education, is often criticised as superficial. Its limitless output has been blamed for encouraging shorter attention spans and shirking in‐depth reflection. The evidence base is itself superficial and lacking rigour or meaning. We aimed to consider a theoretical basis for how 'quality' learning may happen on such platforms. Our findings then informed the construction of a taxonomy for SoMe learning. Methods: We conducted a qualitative interview study of United Kingdom (UK) medical students using a theory‐informed inductive study design. The research question was: 'How do medical students conceptualise quality of learning on social media?'. We purposively sampled participants from responses to a short survey collecting demographic and SoMe usage data. Interview data were analysed using framework analysis and informed by Blooms taxonomy, connectivism and communities of practice (CoP) theories. Results: We received survey responses from 118 medical students across 25 UK medical schools. From these, 13 participants were recruited to individual semi‐structured interviews. We constructed three themes through framework analysis of interview data: cognitive hacking, professional identity reflection and safety, control and capital. Discussion: Quality SoMe learning may be conceptualised as a socially connected process, built upon constantly evolving networks but inexorably influenced by fluctuating hierarchy within learner‐centric CoP. Educators and institutions may support high‐quality learning for students through engagement which promotes community development, and safe, listening environments which foster professional identity formation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183818141 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/tct.13825 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 1 Subjects: – SubjectFull: Medical students Type: general – SubjectFull: Medical schools Type: general – SubjectFull: Identity (Psychology) Type: general – SubjectFull: Professional identity Type: general – SubjectFull: Research questions Type: general Titles: – TitleFull: Social media quality in undergraduate medical education: A reconceptualisation and taxonomy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Guckian, Jonathan – PersonEntity: Name: NameFull: Edwards, Sarah – PersonEntity: Name: NameFull: Rees, Eliot L. – PersonEntity: Name: NameFull: Burford, Bryan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 17434971 Numbering: – Type: volume Value: 22 – Type: issue Value: 1 Titles: – TitleFull: Clinical Teacher Type: main |
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