Within the medical community there is persistent debate as to whether the information available through social media is trustworthy and valid, and whether physicians are ready to adopt these technologies and ultimately embrace them as a format for professional development and lifelong learning.
To identify how physicians are using social media to share and exchange medical information with other physicians, and to identify the factors that influence physicians’ use of social media as a component of their lifelong learning and continuing professional development.
We developed a survey instrument based on the Technology Acceptance Model, hypothesizing that technology usage is best predicted by a physician’s attitudes toward the technology, perceptions about the technology’s usefulness and ease of use, and individual factors such as personal innovativeness. The survey was distributed via email to a random sample of 1695 practicing oncologists and primary care physicians in the United States in March 2011. Responses from 485 physicians were analyzed (response rate 28.61%).
Based on the results of this study, the use of social media applications may be seen as an efficient and effective method for physicians to keep up-to-date and to share newly acquired medical knowledge with other physicians within the medical community and to improve the quality of patient care. Future studies are needed to examine the impact of the meaningful use of social media on physicians’ knowledge, attitudes, skills, and behaviors in practice.
"This simply means that the user will only write a review of a product or service if the user perceives the review submission easy. Numerous studies have proposed that PEOU would affect knowledge sharing behaviors in virtual environments (McGowan et al., 2012). Expected benefits from using a system and perception of ease of use are considered as incentives for knowledge sharing (Sharratt & Usoro, 2003). "
[Show abstract][Hide abstract] ABSTRACT: Consumers trust the Internet for advice. Online Social Networks (OSNs) are creating collective knowledge and becoming major information gathering sources among tourists when making travel decisions and purchasing travel-related products and services. The aim of the current study is to develop a theoretical model that tests the precursors of "intention to share knowledge" behaviors in the context of OSNs. Based on the previous literature, a theoretical model was developed and tested using Confirmatory Factor Analysis and Structural Equation Modeling with a sample of travel-related OSN users who had at least one year of online travel shopping experience. Study results show that both perceived ease of use and belief in integrity positively influence knowledge sharing behaviors. Utilitarian beliefs and subjective norms positively influence belief in integrity. This is one of the few research studies within this field and study results present clear theoretical and practical implications for the travel and tourism industry.
"Contemporary medical education is refl ective of this global paradigm shift. Defi nitions of social media are diverse, including a focus on e-learning and distance education learning tools, and narrower interpretations include the discussions of websites and applications where users contribute, retrieve, and explore content primarily generated by fellow users (McGowan et al., 2012). Recently social media use as a learning tool in medicine has been growing at an exponential rate. "
[Show abstract][Hide abstract] ABSTRACT: This study set out to explore the ways in which social media can facilitate learning in medical education. In particular we were interested in determining whether the use of Twitter during an academic conference can promote learning for participants. The Twitter transcript from the annual International Conference on Residency Education (ICRE) 2013 was qualitatively analysed for evidence of the three overarching cognitive themes: (1) preconceptions, (2) frameworks, and (3) metacognition/refl ection in regard to the National Research Council ’ s (NRC) How People Learn framework . Content analysis of the Twitter transcript revealed evidence of the three cognitive themes as related to how people learn. Twitter appears to be most effective at stimulating individuals ’ preconceptions, thereby engaging them with the new material acquired during a medical education conference. The study of social media data, such as the Twitter data used in this study, is in its infancy. Having established that Twitter does hold signifi cant potential as a learning tool during an academic conference, we are now in a better position to more closely examine the spread, depth, and sustainability of such learning during medical education meetings.
International Review of Psychiatry 03/2015; 27(2):1-7. DOI:10.3109/09540261.2015.1015502 · 1.80 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: The rapid rise in the use of collaborative writing applications (eg, wikis, Google Documents, and Google Knol) has created the need for a systematic synthesis of the evidence of their impact as knowledge translation (KT) tools in the health care sector and for an inventory of the factors that affect their use. While researchers have conducted systematic reviews on a range of software-based information and communication technologies as well as other social media (eg, virtual communities of practice, virtual peer-to-peer communities, and electronic support groups), none have reviewed collaborative writing applications in the medical sector. The overarching goal of this project is to explore the depth and breadth of evidence for the use of collaborative writing applications in health care. Thus, the purposes of this scoping review will be to (1) map the literature on collaborative writing applications; (2) compare the applications’ features; (3) describe the evidence of each application’s positive and negative effects as a KT intervention in health care; (4) inventory and describe the barriers and facilitators that affect the applications’ use; and (5) produce an action plan and a research agenda. A six-stage framework for scoping reviews will be used: (1) identifying the research question; (2) identifying relevant studies within the selected databases (using the EPPI-Reviewer software to classify the studies); (3) selecting studies (an iterative process in which two reviewers search the literature, refine the search strategy, and review articles for inclusion); (4) charting the data (using EPPI-Reviewer’s data-charting form); (5) collating, summarizing, and reporting the results (performing a descriptive, numerical, and interpretive synthesis); and (6) consulting knowledge users during three planned meetings. Since this scoping review concerns the use of collaborative writing applications as KT interventions in health care, we will use the Knowledge to Action (KTA) framework to describe and compare the various studies and collaborative writing projects we find.
In addition to guiding the use of collaborative writing applications in health care, this scoping review will advance the science of KT by testing tools that could be used to evaluate other social media. We also expect to identify areas that require further systematic reviews and primary research and to produce a highly relevant research agenda that explores and leverages the potential of collaborative writing software. To date, this is the first study to use the KTA framework to study the role collaborative writing applications in KT, and the first to involve three national and international institutional knowledge users as part of the research process.
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