Accepted for/Published in: JMIR Medical Education
Date Submitted: Nov 21, 2020
Date Accepted: Jan 19, 2021
Date Submitted to PubMed: Apr 13, 2021
Social Media in Medical Education Before and After The COVID-19 Pandemic: Scoping Review
ABSTRACT
Background:
The COVID-19 pandemic has catapulted virtual online learning to the forefront of medical education as training programs adapt to physical distancing challenges while maintaining the rigorous standards of medical training. SoMe offers a unique and partially untapped potential to supplement formal medical education.
Objective:
We detail a summary of the incentives, applications, challenges, and pitfalls of SoMe based medical education for both trainees and educators
Methods:
We performed a literature review via PubMed on medical research involving social media platforms including Facebook, Twitter, Instagram, and WhatsApp. Papers were reviewed for inclusion based on the integrity and power of the study.
Results:
The unique characteristics of social media platforms like Facebook, Twitter, Instagram, and WhatsApp endow them with unique communication capabilities that serve different educational purposes in both the formal and informal education setting. However contemporary medical education curricula lack widespread guidance on meaningful use, application and deployment of social media in medical education.
Conclusions:
Clinicians and institutions must evolve to embrace the use of SoMe platforms for medical education. Healthcare professionals can approach SoMe engagement in the same ethical manner that they would with patients in real life but healthcare institutions ultimately must enable their healthcare professionals to do so by enacting realistic social media policies. Institutions should appoint clinicians with strong social media experience to leadership roles in order to spearhead these generational and cultural changes. Further studies are needed to better understand how healthcare professionals can best utilize social media as educational tools most effectively. Ultimately social media is here to stay influencing lay public knowledge and trainee knowledge. Clinicians and institutions must embrace this complementary modality of trainee education and champion social media as a novel distribution platform that can also help propagate truth in a time of misinformation.
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Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.