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Exploring Social Media’s Potential in Interprofessional Education
Abstract
Social media applications such as Facebook, Twitter, and blogs have become part of mainstream society and are currently being used throughout health professions education. The asynchronous nature and conversational aspects of social media permit learners to collaborate with and learn from others in different fields. Interprofessional education (IPE) is a growing paradigm in health professions schools for a variety of reasons, including the desire to teach future practitioners how to communicate with each other and engage in collaborative care. Due to the interdisciplinary nature of IPE curricula, those programs must overcome numerous logistical barriers to be successful. Finding suitable times and locations for interprofessional students to meet and arranging opportunities for them to collaborate on healthcare issues are just two of the logistical impediments to IPE implementation. Fortunately, the asynchronous, conversational, and collaborative aspects of social media applications enable them to facilitate interprofessional communication and alleviate some of the time and space issues. In this article, we describe in further detail the merits of social media relevant to IPE, provide specific examples of how social media can be used to enhance aspects of IPE programs, and make a call for further research in this area.
... The foremost challenge to be considered is the institutional support and acceptance from the faculties. 11 Commitment from the institution need to be secured prior to developing online learning for IPE. Interprofessional education, even in traditional face-to-face mode, requires huge effort and complex management. ...
... Commitment from the institution and faculties to support online learning in IPE determine program success. Generous funding need to be made available [11][12][13] to develop the suitable learning resource i.e. online learning platform. Maintenance and daily monitoring should also be considered since the earlier budgeting stage. ...
... Teachers should also be made aware of any potential errors as well as the troubleshooting procedures beforehand. 11,16,[19][20][21][22] It is highly important for the institutions to provide a matter, institution is also responsible to facilitate faculty development program and provide reward to improve teachers quality and engagement. The teachers are responsible to operate the features and ensure the achievement of learning objective at the same time. ...
Background: Interprofessional education (IPE) is undergoing vast development recently. Online learning has been proven to help overcoming the barriers that were commonly found in traditional IPE. However, the management of online learning in IPE is not well understood. The study identified challenges in online learning in IPE as well as recommendations for better program implementation.
Methods: A literature review was performed using several keywords including “online learning”, “blended learning”, “interprofessional education”, “challenges”, and “obstacles”. The databases included EBSCOHost, ProQuest, Google Scholar, and Sciencedirect. A narrative analysis was performed to meet the review objective.
Results: The identified challenges in establishing online learning for IPE were categorized according to each phase, i.e. planning and implementation. Seven categories of challenge were highlighted. The recommendations to overcome each challenge were also discussed for better implementation in the future.
Conclusion: Understanding the possible challenge in each phase of developing online learning for IPE could minimize the potential disruption in achieving the learning objective. Gaining support as well as faculty trainings are crucial to ensure the program sustainability
... It could be questioned whether the differences in early exposure to technology will impact on how 'digital natives' need to be managed and continue to access their CPD (Gray 2008;Hills et al. 2013). Cain and Chretien (2013) argue that social media supports the constructive learning theory involving learning through interaction. This is because social media is a normal mode of communication particularly to 'digital natives' and in itself shapes the socialisation process for students. ...
... This restricts the positive interactive nature of blogging as part of reflection, as a way of receiving feedback from peers and supervisors, which is known to deepen thinking on events and experiences. It could, however, be argued that the 'digital natives'' characteristics of seeking 'continuous feedback' and the preference for a constructive learning style, discussed by Hills et al. (2013) and Cain and Chretien (2013) respectively, could be well catered for through platforms that offer a space for interactive reflection. Indeed this supports Kivunja's (2014) research into the teaching and learning styles, which stresses the importance of allowing digital natives to embrace technology such as social media to enhance their constructive learning style. ...
Introduction: This study explored what influences the use of social media platforms within the CPD of occupational therapy students and qualified occupational therapists. It also considered perceived barriers to its use and whether age in line with generation theory, in particular digital natives vs digital immigrants impacted on willingness to utilise social media within CPD.
Method: A mixed method survey design was utilised to collect qualitative and quantitative data through an online questionnaire. Content analysis was used to code and identify themes. Descriptive statistics were used to quantify the findings and consider variations across the digital native/immigrant divide.
Findings: Results highlighted that there was a predominantly positive attitude to social media use within CPD. Accessibility, networking and learning were highlighted advantages to its use. The results suggest that the digital native/immigrant divide does not impact on willingness to use social media within CPD but does impact on confidence in using platforms professionally.
Conclusion: The study has highlighted a need for more structured teaching on professional social media use within the occupational therapy curriculum in both undergraduate and post graduate programmes. It has also highlighted a need for more training among qualified occupational therapists if platforms are to be embraced more universally.
... Online learning, as an example, has been identified as an alternative and interactive method for overcoming some of the scheduling and geographical challenges associated with facilitating interprofessional learning (Barr et al., 2005;Casimiro, MacDonald, Thompson, & Stodel, 2009;Santy, Beadle, & Needham, 2009;Stew, 2005). Social media applications have also been identified as having great potential for facilitating interprofessional learning and overcoming some of the logistical challenges associated with organizing IPE (Cain & Chretien, 2013). ...
... A number of systematic reviews of IPE research have demonstrated positive findings over the years, with respect to learner attitudes toward other professional groups and IPC as well as learner knowledge and skills related to IPC . However, a number of challenges arise in organizing IPE at the pre-and post-licensure level, including the logistical barriers associated with scheduling interprofessional learning activities across different programs and often different geographical sites (Cain & Chretien, 2013;Santy et al., 2009;. IPE at the post-licensure level presents a number of additional challenges, such as increased workload, shift work logistics, and staff distribution across different clinical sites in urban, rural, and remote areas. ...
Interprofessional education (IPE) in health and human services educational and clinical settings has proliferated internationally. The use of information and communication technologies (ICTs) in the facilitation of interprofessional learning is also growing, yet reviews of the effectiveness of ICTs in the delivery of pre- and/or post-licensure IPE have been limited. The current study's purpose was to review the evaluation outcomes of IPE initiatives delivered using ICTs. Relevant electronic databases and journals from 1996 to 2013 were searched. Studies which evaluated the effectiveness of an IPE intervention using ICTs were included and analyzed using the Barr et al. modified Kirkpatrick educational outcomes typology. Fifty-five studies were identified and a majority reported evaluation findings at the level 1 (reaction/satisfaction). Analysis revealed that learners react favorably to the use of ICTs in the delivery of IPE, and ICT-mediated IPE can lead to positive attitudinal and knowledge change. A majority of the studies reported positive evaluation outcomes at the learner satisfaction level, with the use of web-based learning modalities. The limited number of studies at other levels of the outcomes typology and deficiencies in study designs indicate the need for more rigorous evaluation of outcomes in ICT-mediated IPE.
... Bu bağlamda ortaya çıkan sanal mecraların sosyalleşme ve etkileşimde bulunmak amacıyla kullanılması (Bonetti vd., 2010), eğitim, öğretim süreçlerinin desteklenmesi ve olumlu anlamda bireysel gelişimin sağlanmasını desteklemek (Cain & Chretien, 2013) gibi pozitif yönlü katkılarının olduğu görülmektedir (O'Keeffe & Clarke-Pearson, 2011). Sanal mecraların kullanımının artış göstermesi, kullanıcıların çevrimiçi gruplar kurmalarını ve yeni sosyalleşme tecrübeleri yaşamalarını, aidiyet hissi, psikolojik olarak daha iyi hissetme ve kimlik gelişimlerini desteklemektedir. ...
Turak, T. T., & Develi, A. (2024). Sanal dışlanma ölçeğinin Türkçeye uyarlanması. Journal of Management Archive, 1(1), 46-67. https://doi.org/10.70877/joma.10
... Additionally, Naizabekov (2012) found that youth dedicate a substantial amount of time to social media platforms purely for entertainment purposes, rather than for learning or skill development. The average American child spends approximately 7-8 hours per day engaging in social media entertainment (Cain & Chretien, 2013). ...
Social media platforms have emerged as global platforms for collaboration and interaction. This research aims to investigate the positive and negative influences of social media platforms on the learning behavior and educational environment of the CSL student community in Vietnam. The study focuses on exploring localized factors that significantly impact both the psychological well-being and academic performance of peers. Drawing upon the theoretical framework of Uses and Gratification theory (UGT), a quantitative research method was employed, involving students from the Department of Chinese Language and Culture at Dainam University, Vietnam. The findings indicate that, within the Vietnam context, the use of social media platforms has less positive impact as compared to negative impacts on the behavior of students towards Chinese language learning. Consequently, this study recommends making the students responsible for the use of online social media platforms, therefore, awareness campaigns, seminars, workshops, and media initiatives should be employed to mitigate the negative effects of social media and foster sustainable Chinese education in Vietnam.
... It is important to not only consume these resources but to also contribute to improving these tools and resources. Ways to do this would not only be through formal research, but also through attending webinars, conferences, and Global Cafes (Filies et al, 2016) to discuss and debate about the resource or tool and through sharing experiences via social media as appropriate (Twitter, Facebook, LinkedIn and the like) (Cain & Chretien, 2013). Republic of Ireland developed monthly educational meetings to provide team members with ongoing IPECP activities. ...
Despite a growing body of research into interprofessional education and collaborative practice (IPECP), practical strategies and initiatives are required to assist healthcare workers with implementation. Practical strategies and tips outlined in this paper can support healthcare teams to incorporate IPECP into day-today workplace practices. Beyond IPECP engagement, the proposed tips will assist with refining current workplace practices and processes to make them more collaborative, intentional, and streamlined at the point of care. Bearing in mind that there is no 'one size fits all' approach to IPECP, these tips have been developed to suit a variety of contexts and are able to be adapted and contextualised by healthcare workers and teams. These 12 tips would not only assist with the implementation of new ideas related to IPECP, but also influence sustainability considerations of these initiatives within healthcare settings.
... E-learning provides a practical and accessible technology learning tool to overcome various challenges and limitations in learning activities among various health care courses [3]. Furthermore, the blended learning approach to combine e-learning with face-to-face interactions to improve interprofessional competencies has been increasingly used [2]. ...
Learning with the learner in an asynchronous group learning approach is a promising method of education that provides a rich, interactive, and socially mediated education. As online learning became more prevalent, and more users are adopting this approach, innovative and theory-based educational activities became necessary. In this article, we introduce and describe a novel form of asynchronous, interactive, and socializing educational activity using educational technology.
The educational session is based on a small group learning activity that is made available for all learners anywhere and anytime. The approach avoids the trap of using educational technology for mere simulation of in-person learning. Based on learning theories, learning with the learner enhances interactive, self-directed, experiential, and social learning. Future development and enhancement with ongoing discussions through online chat platforms open the door for the continuous evolution of the concept.
... Social media platforms could enable future doctors to develop an awareness of the responsibilities and limitations of their own and other professions, and provide an easy way to apply interprofessional learning into medical education [48]. Nevertheless, these social media platforms are rarely used for such interprofessional applications [44,49]. ...
The health care system is increasingly complex and specialized, but it presents the actors involved with the challenge of working together in interprofessional teams. One way to meet this challenge is through interprofessional training approaches, where representatives of different professions learn together with learners of other professions. This article contributes to the question of how interprofessional teaching in health care education can be designed with a low threshold by using digital media. We focus on learning with digital learning platforms and learning with videos. Based on existing empirical findings, these approaches are discussed in terms of their potential and limitations for interprofessional teaching. In particular, we examine how these approaches influence the core competence domains of interprofessional collaborative practice. Digital collaborative learning platforms are suitable for teaching interprofessional competences, since they enable social and professional exchange among learners of different professions. Videos are suitable for imparting medical declarative and procedural knowledge. Based on these considerations, the use of videos in combination with interaction possibilities is presented as a didactic approach that can combine the aspect of knowledge transfer with the possibility of interprofessional computer-based collaboration.
... In order to foster the development of EBs during the education process, it might be an option to confront students with close-to-reality learning settings, using for example problem-based learning methods [35], which can facilitate the professionalization process [36]. Another approach could be to develop interprofessional learning settings [37], such as interprofessional videos [38] or interprofessional online learning platforms [39,40]. ...
Background Epistemological beliefs (EBs) and therapeutic health concepts are two important factors of influence that affect how healthcare professionals process treatment-relevant information. A previous investigation compared physiotherapy students’ EBs and therapeutic health concepts with those of professionals in a cross-sectional study. That study design, however, did not allow for any conclusions about the temporal development of these concepts. This shortcoming has been addressed in the study presented here, which aimed to assess that temporal development. Methods In a longitudinal study, physiotherapists filled in a questionnaire that measured their personal EBs about physiotherapy and about medicine, as well as their biomedical and biopsychosocial therapeutic health concepts. The participants were first examined during their medical training (December 2011). The follow-up measure was about three years later when the participants had become professional physiotherapists (January 2015). The development of their EBs was examined using paired sample t-tests and Wilcoxon signed-rank test. Results The analysis was based on 41 participants who filled in the questionnaire at both time points and were working as physiotherapists at the time of the second measurement. There was a development of physiotherapy-related and a development of medicine-related EBs: Physiotherapy-related as well as medicine-related EBs were more sophisticated when physiotherapists had already entered the working world than during their physiotherapy training. Due to psychometric problems of the scales, the development of their therapeutic health concepts could not be analyzed. Conclusions EBs are an important factor for (lifelong)learning. Physiotherapy-related and medicine-related EBs developed similarly in both domains. This is an indication that the temporal development of EBs is an expression of professionalization of healthcare personnel in their occupational field. The findings demonstrate that the development of EBs is not completed at the end of vocational training; it appears to be a development that continues even after the transition to professional life.
... In order to foster the development of EBs during the education process, it might be an option to confront students with close-to-reality learning settings, using for example problem-based learning methods [35], which can facilitate the professionalization process [36]. Another approach could be to develop interprofessional learning settings [37], such as interprofessional videos [38] or interprofessional online learning platforms [39,40]. ...
Background
Epistemological beliefs (EBs) and therapeutic health concepts are two important factors of influence that affect how healthcare professionals process treatment-relevant information. A previous investigation compared physiotherapy students’ EBs and therapeutic health concepts with those of professionals in a cross-sectional study. That study design, however, did not allow for any conclusions about the temporal development of these concepts. This shortcoming has been addressed in the study presented here, which aimed to assess that temporal development.
Methods
In a longitudinal study, physiotherapists filled in a questionnaire that measured their personal EBs about physiotherapy and about medicine, as well as their biomedical and biopsychosocial therapeutic health concepts. The participants were first examined during their medical training (December 2011). The follow-up measure was about three years later when the participants had become professional physiotherapists (January 2015). The development of their EBs was examined using paired sample t-tests and Wilcoxon signed-rank test.
Results
The analysis was based on 41 participants who filled in the questionnaire at both time points and were working as physiotherapists at the time of the second measurement. There was a development of physiotherapy-related and a development of medicine-related EBs: Physiotherapy-related as well as medicine-related EBs were more sophisticated when physiotherapists had already entered the working world than during their physiotherapy training. Due to psychometric problems of the scales, the development of their therapeutic health concepts could not be analyzed.
Conclusions
EBs are an important factor for (lifelong)learning. Physiotherapy-related and medicine-related EBs developed similarly in both domains. This is an indication that the temporal development of EBs is an expression of professionalization of healthcare personnel in their occupational field. The findings demonstrate that the development of EBs is not completed at the end of vocational training; it appears to be a development that continues even after the transition to professional life.
... Children can share ideas with other classmates about homework activities, and they have the opportunity to find new learning resources and expand their knowledge [50]. The notion of sharing knowledge with different individuals is termed "interprofessional education", leading to better outcomes as they learn from each other's experiences [9]. The creation of study groups through social networks that permit multiple-user conversations and homework sharing can contribute to the achievement of this kind of communication. ...
Social media use has become an integral part of children’s and adolescents’ lives. It has become a novel way of interaction among people and influences people’s social lives and public opinion as well as people’s purchasing decisions and businesses. Any website or platform that allows social interaction is considered to be a social media site. Social media use among children in 25 European countries has been reported to be 38% among 9–12 year olds and 77% among those aged 13–16 years. All these children report having their own profile on at least one social network site. While social networking provides children and adolescents with many opportunities and benefits, it also carries many risks. Among the benefits are socialization and communication enhancement, improving learning skills, positive impact on education and getting health information. Potential risks of social media use include falsifying age and identity, cyberbullying, sexting, Facebook depression, gamification, glamourization, cyberostracism and sleep disturbances.
Conclusion: Paediatricians play a vital role in promoting the physical, mental and social welfare of all children. There is a critical need for paediatricians to play an active role, guiding children and families appropriately through the impact of social networking, in order to become a real driver of children’s development.
... With the development of communication tools, there is a growing trend of electronic learning (e-learning) use in interprofessional learning to support interaction and promote information sharing among different health care professionals [3]. E-learning has been identified as a practical and accessible learning tool to overcome logistical challenges often associated with scheduling interprofessional learning activities across different health care courses [4]. Although the evidence of e-learning in improving interprofessional collaboration is significant, feelings of isolation among learners are commonly reported. ...
Background:
With the availability and capabilities of varied technologically enhanced learning activities, the blended learning approach has become increasingly popular in interprofessional education. The combined use of different technologically enhanced learning activities has not been fully examined, particularly to determine the effects of instructional sequences for effective learning outcomes.
Objective:
The objective of this study was to investigate whether the instructional sequences of a blended learning approach can improve students' learning outcomes on interprofessional competencies.
Methods:
A randomized controlled study was conducted with 40 interprofessional health care teams. These teams undertook three technologically enhanced learning activities-Web-based instruction (WI), virtual reality (VR), and simulation exercise (SE)-after random assignment to three groups based on three different instructional sequences (WI-VR-SE, WI-SE-VR, and SE-WI-VR). Pretests and posttests were conducted to evaluate the students' learning outcomes on interprofessional competencies.
Results:
A total of 198 participants from the three groups completed the questionnaires. All three groups reported significant improvement in their levels of self-efficacy (P<.05) and attitudes (P<.001) toward interprofessional team care about 1 month after the interprofessional learning activity. Although no significant difference was found (P=.06) between the WI-VR-SE and WI-SE-VR groups in the self-efficacy posttests, participants in the SE-WI-VR group reported significantly lower (P<.05) posttest scores than those in the WI-SE-VR group. The majority of the participants (137/198, 69.1%) selected the instructional sequence "WI-VR-SE" as their top preference.
Conclusions:
This study shows that the instructional sequence of a blended learning approach can have a significant impact on students' learning outcomes. The learning of concepts from WI followed by problem-solving activity in the SE was found to be a more effective learning sequence than the reverse sequence. We recommend that future studies focus on scaffolding students' learning when planning instructional sequences for technologically enhanced learning activities within blended learning environments.
... With the development of communication tools, the use of e-learning in the facilitation of interprofessional learning is also a growing trend to support interaction and promote information sharing among different healthcare professionals [3]. It has been identified as a practical and accessible learning tool to overcome logistical challenges often associated with scheduling interprofessional learning activities across different healthcare courses [4]. ...
BACKGROUND
With the availability and capabilities of varied technologically-enhanced learning activities, the blended learning approach has become increasingly popular in interprofessional education. The combined use of different technologically-enhanced learning activities has not been fully examined, particularly on the effects of instructional sequences for effective learning outcomes.
OBJECTIVE
The objective of this study was to investigate the effects of the instructional sequences of a blended learning approach in improving students’ learning outcomes on interprofessional competencies.
METHODS
A randomized controlled study was conducted with healthcare students who were randomly assigned to three groups based on three different instructional sequences (WI-VR-SE, WI-SE-VR and SE-WI-VR) to undertake technologically-enhanced learning activities, including web-based instruction (WI), virtual reality (VR), and simulation exercise (SE). Pre-tests and post-tests were conducted to evaluate the students’ learning outcomes on interprofessional competencies.
RESULTS
There were 198 participants from the three groups who completed the questionnaires. All three groups reported significant improvement in their levels of self-efficacy (P<.05) and attitudes (P<.001) towards interprofessional team care about one month after the interprofessional learning. While no significant difference was found (P=0.06) between the WI-VR-SE and WI-SE-VR groups in the self-efficacy post-tests, participants in the SE-WI-VR group reported significantly lower (P<.05) post-test scores than those in the WI-SE-VR group. The majority of the participants (69.1%) selected the instructional sequence ‘WI-VR-SE’ as their top preference.
CONCLUSIONS
This study shows that the instructional sequence of a blended learning approach can have a significant impact on students’ learning outcomes. The learning of concepts from WI followed by problem-solving activity in the SE was found to be a more effective learning sequence than the reverse sequence. This finding therefore highlights the need to focus on scaffolding students’ learning when planning instructional sequences for technologically-enhanced learning activities within blended learning environments.
... Cain J and Chretien K [5] introduced a new term "interprofessional education". It is defined as when different individuals come together on a single platform to share knowledge which leads to improved and better understanding as they are learning from each other's experiences. ...
In the present world of technology, Internet plays a vital role in student’s life. Students use the internet facility for different purposes i.e., communication, preparation, acquiring knowledge, entertainment etc. In this research, our task is to find the impact of social networks on student’s physical and psychological health. We also find that how social networks impact the academics of students. Lastly, we discuss how youngsters got compromised by their personal and private data. In the end, we figured out that the excessive use of social networks effect the students’ physical and psychological health negatively. Social Networking Platforms have a positive impact on their academics. A number of students have been harassed and their personal data has been misused due to lack of knowledge about security and privacy policies. Therefore, we suggested that social media should be taught as a subject or at a workshop/ seminar for the awareness of cybercrimes and the policies (security and privacy both).
... Many aspects of social media make it an appealing option for interprofessional education for a multitude of reasons including near ubiquity, ease of use, inherent nature of an informal environment, and the hyper-connected mobile web environments, which can turn fragmented online conversations into meaningful outcomes. 25 Solomon and Geddes 19 highlighted the importance of facilitators when using technology to facilitate IPE. This indicates that whether interprofessional students' discussions are synchronous, asynchronous or face-to-face, it is important to have a facilitator to monitor those interactions and intervene when necessary to correct any misunderstandings, engage students in deeper learning, and summarize key points. ...
Background: Interprofessional education (IPE) is becoming essential for students and healthcare professionals. An evolving approach to implement it is via distance education. Distance education can provide a viable solution to deliver IPE in a variety of settings.
Methods: A literature search on PubMed and Academic Search Complete databases was conducted, revealing 478 articles ranging from the years of 1971–2015. The articles were screened for relevance using the following inclusion criteria: 1) Is this study implementing IPE? 2) Is this study utilizing the instructional delivery method of distance education? 3) Does this study contain students from two or more healthcare professions?
Results: Sixteen studies met the inclusion criteria and were systematically analyzed to identify data relevant for this review. Findings from this review provide a description of the teaching methods involved in distance education in promoting IPE and an assessment of the continuing use of distance education to foster IPE. Success varied depending upon on the distance-based instructional model utilized to facilitate IPE.
Implications: Incorporating distance education to implement IPE can be an opportunity to develop team collaboration and communication skills among students. Teaching models presented in this review have the potential to be adapted to methods that leverage the power of evolving technology. Further research is needed to understand which distance education instructional delivery models best maximize the IPE experience.
... Many papers appear to comment on the use of social networking platforms within education, or as a tool to recruit participants for a research study (e.g. Cain and Chretien, 2013;O'Connor et al., 2013). Microblogs in particular have received little scholarly attention (Zhao and Rosson, 2009). ...
Researchers have always recognised the importance of disseminating the findings of their work, however, recently the need to proactively plan and drive the impact of those findings on the wider society has become a necessity. Firstly, this is because funders require evidence of return from investment and secondly and crucially because national research assessments are becoming powerful determinants of future funding. In research studies associated with nursing, impact needs to be demonstrated by showing the effect on a range of stakeholders including service users, patients, carers, the nursing workforce and commissioners. Engaging these groups is a well-known challenge influenced by lack of access to academic journals, lack of time to read long complex research papers and lack of opportunities to interact directly with the researchers. This needs to be addressed urgently to enable nursing research to increase the impact that it has on health delivery and the work of clinical practitioners. Social media is potentially a novel way of enabling research teams to both communicate about research as studies progress and to disseminate findings and research funders are increasingly using it to publicise information about research programmes and studies they fund. A search of the healthcare literature reveals that advice and guidance on the use of social media for research studies is not well understood or exploited by the research community. This paper, therefore, explores how using social networking platforms, notably Twitter™ offers potential new ways for communicating research findings, accessing diverse and traditionally hard-to-reach audiences, knowledge exchange at an exponential rate, and enabling new means of capturing and demonstrating research impact. The paper discusses approaches to initiate the setup of social networking platforms in research projects and considers the practical challenges of using Twitter™ in nursing and healthcare research. The discussion is illuminated with examples from our current research. In summary, we suggest that the use of social media micro-blogging platforms is a contemporary, fast, easy and cost effective way to augment existing ways of disseminating research which helps drive impact.
... This leads to better outcomes because each student has something to add. This term was introduced within the health departments (Cain and Chretien, 2013). As AntonSon and Christopher say, " no one person knows everything, but everybody knows something, " (AntonSon and Christopher, 2014, p. 20). ...
Technology is growing in ways that makes it hard to keep up with, and it is forcing influencers to take advantage of it. Schools must start considering social media as a tool to enhance their students' learning experience. According to questionnaires that were distributed through Facebook and E-mails, to find out how students use social media when it comes to their education, surprisingly 92% of the respondents use social media in various ways to help them with their studies. The findings demonstrate that the main social media tools being used for studying are research engines such as google and wikipedia, and educational videos posted on YouTube.
... The first large-scale systematic review of the use of social media in medical education, featuring a search end date of September 2011 [16], revealed that only one article had been published on the use of social media specifically in psychiatric education [14]. Since that time, the general body of literature on social media in medical education has grown rapidly [17,18]. ...
This commentary discusses the use of social media in psychiatric graduate medical education (GME) based on a systematic search of the literature. The authors conclude that research on social media use in psychiatric GME is in its infancy. For the most part, the few articles that have been published on this topic caution against the use of social media in psychiatric training. However, reports from other specialties, in which social media use in medical education has been more extensively studied, suggest that there may be significant benefits to incorporating social media into medical education. Although additional challenges may exist in implementing these tools in psychiatric education, the authors suggest that this is an emerging field of scholarship that merits further investigation.
Aim of the Study: The aim is to explore how media usage impacts students' academic achievement, social conduct, and emotional health. Furthermore, the goal is to pinpoint potential approaches to minimize unfavorable consequences while optimizing positive ones Methodology: The impact of consuming media on students' socio-psychological behavior was examined using a cross-sectional quantitative study methodology. 200 undergraduate students from universities between the ages of 18 and 25 were recruited utilizing a convenient sample technique from Punjab University and Lahore College for Women University in Lahore, Pakistan. By using scale of Social Networking Sites Usage & Needs (SNSUN), which has good reliability (=.922), Ali, Danaee, and Firdaus created a self-constructed scale (2020). Findings: The study investigated the associations between student conduct and well-being on social media. The data were examined with Pearson correlation testing. The findings revealed a substantial correlation between uses of social media on respondents' social behavior, language use, privacy, and health. However, there was no conclusive connection between using social media and academic success. To study at the disparities in social media usage based on socioeconomic status an independent sample t-test was conducted Conclusion: The socio-psychological behaviors of students were dramatically affected by their usage of social media. WhatsApp was favored for social interactions, although media consumption did not significantly affect academic performance. But social behavior and media use, as well as student language and media use, were found to be significantly correlated. The use of media does not appear to be influenced by socioeconomic position. In order to fully comprehend the effects of social media and design effective utilization strategies the study emphasizes and suggests the need for additional research.
Матеріали Всеукраїнського науково-педагогічного підвищення кваліфікації «Освітній процес в умовах воєнного стану в Україні» (м. Одеса, Україна, 3 травня - 13 червня 2022 р.), 386-388.
http://www.matmodel.puet.edu.ua/files/advanced_training_OLA.pdf#page=386
Матеріали Всеукраїнського науково-педагогічного підвищення кваліфікації «Освітній процес в умовах воєнного стану в Україні» (м. Одеса, Україна, 3 травня - 13 червня 2022 р.), 386-388.
Students' academic achievement and sentiments must now take into account the use of web streaming services. Every year, the pace of technological advancement quickens, and the following generation is all too ready to join in. At COVID-19, the Netflix streaming service was one of the most appealing and engaging platforms for young people. Young people and students in Pakistan have taken to this paid-for video-streaming network. In addition, surveys were sent out via Facebook and email to see if academic success influenced students' use of social media. Netflix has no association with academic accomplishment, according to the statistics, which is contrary to what was projected based on their cumulative test score. The goal of this study is to see how social media influences academic achievement among younger generations in Karachi, Pakistan. Students aged 11 to 20 were invited to fill out surveys that were given via Facebook and email. A total of 115 boys and girls aged 11 to 20 years old, enrolled in seventh through twelfth grades, were included in the study. This group is made up of people from various social backgrounds. A cross-tabulation is used to determine the outcome of both variables. Young people in Karachi, Pakistan, spend a substantial amount of time on social media, according to the findings of the study, which has a negative impact on their academic advancement.
This study aims to develop the Cyberostracism Scale (CS) to assess university students’ perceptions of virtual social exclusion. Validity and reliability studies were carried out with 3 different groups (N = 692; %69 women). In the developing process of the scale, EFA, CFA, Item Response Theory (IRT), and criterion-related validity and reliability (Cronbach’s α, McDonald’s ω, and test-retest) analyses were used. EFA results indicated that the CS has a 3-dimensional structure (Direct Excluded, Indirect Excluded, Ignored) which explains 55.74% of the total variance. The CFA results showed that the 3-factor structure of the scale had an acceptable level of fit indices and had a measurement invariance across gender. IRT analysis showed that all items of the scale were coherent and fit with the model. The results indicated that the scale had satisfactory reliability coefficients. The cyberostracism was found to be associated with the ostracism. Results of the study show that the CS is a valid and reliable measurement tool.
"The final publication is available at link.springer.com"
https://link.springer.com/article/10.1007/s11469-020-00426-6
The research strives to understand the impact of social media engagement, its impact on the Advance Level student’s examination performance. It is an established fact that Social Media has positive and negative impact on its youngsters. But social media is here to stay and will be a main stream communication channel of mankind. The researcher reviewed the literature with authoritative sources to understand how Social Media impacts education of the youth and to determine how the over-use of social media, has an impact on students’ academic performances particularly that of Advance Level Students. The researcher used Mixed Method Approach of Data Collection, Quantitative and qualitative information collection was undertaken. Data was collected from three groups, the advanced level students of Sri Lanka from Kurunegala District. Parents of such students participated in a face to face interview to collect rich information. Furthermore a focus group discussion was carried out to collect information from Principals, vice Principals and sectional heads of schools in the Kurunegala District to test if there is a negative or positive impact on the advance level students examination results if they indulge in social media engagement and networking.
Today, in a dynamic technological environment, it is difficult to determine the impact of social media on the student academic achievement. With the rate of technological domination in the education industry, the old pattern of teaching methodologies is obsolescing day by day. It is essential to study how new technologies assist for the teaching and student's education as the younger generation always having technological approach than the older generation. The objective of this research is to identify the how social media influence to student academic achievement. The Questionnaires were distributed through Facebook and E-mails, to find out whether social media impact students education or not. The findings indicate that there is no relationship between social media and student education.
This chapter takes a broad view of education and include formal and informal interprofessional learning (IPL), serendipitous learning. It views Interprofessional education (IPE) and IPL as focused on improving professional practice, care, and services to support and enhance the lives of individuals, communities, and populations. The chapter argues that IPE and IPL contribute to this through promoting highquality interprofessional collaboration (IPC), founded on complementary professional contributions. Poorly planned or delivered IPE may be damaging if it generates a reluctance to engage in subsequent interprofessional collaboration or reinforces negative stereotypes. The chapter examines its effectiveness in different contexts and with different approaches, and summarises some key literature. It highlights that there is no ideal or essential location for IPE within a curriculum, but there are many opportunities for enhancing learning through IPE. The chapter also discusses the rationale for interprofessional education for collaborative practice, curriculum alignment and the importance of the assessment of interprofessional learning outcomes.
Today, it is crucial to determine the impact of social media on the academic performance of students. Technology is booming rapidly from year to year, and the younger generations are the ones caught in this rapid change. Questionnaires were distributed through Facebook and E-mails, to find out whether students academic performance is impacted by social media or not. The findings demonstrate that there is no relationship between social media and academic performance; this is clearly projected in their overall grade average.
Despite the high popularity of personal use of online social media, a low percentage of students and instructors use them for educational purposes. This qualitative study explores the use of social media among faculty in the discipline of public administration in the United States. Eight instructors participated in telephone interviews about their experiences and perceptions of using social media for teaching and learning. Instructors perceive that informal learning using social media could be facilitated by instructors and integrated into formal learning environments for enriched discussions, increased engagement, and broad connections. This study provides qualitative empirical support for social learning theories while offering strategies for and examples of how social media can be used to connect formal and informal learning.
New computer-based communications technologies make possible new or expanded forms of group work. Although earlier researchers suggest that scant social information in these technologies might cause status equalization in groups, no experimental test of this phenomenon has been made. In a laboratory experiment, we compared face-to-face communication with electronic mail in decision-making groups whose members differed in social status. We examined status in two ways: by varying the external status of group members, and by varying the decision task to manipulate expertise. When the groups made decisions in face-to-face meetings, the high-status member dominated discussions with the three low-status members. Also, the high-status member more often was a 'first advocate' in the face-to-face discussions, and first advocates were more influential than later advocates. These status inequalities in face-to-face decision making were pronounced just when the high-status member's expertise was relevant to the decision task. When the same groups made comparable decisions using electronic mail, status and expertise inequalities in participation were reduced. A striking and unexpected result was that 'first' advocacy was shared by high- and low-status members in discussions using electronic mail. This behavior resulted in increased equality of influence across status and expertise. We discuss the implications of these results for research and for design of new communication technologies.
To create, implement, and assess the effectiveness of an optional Facebook activity intended to expose students to contemporary business issues not covered in the core content of a pharmacy management and leadership course and to perspectives of experts and thought leaders external to their university.
An informal learning strategy was used to create a Facebook group page and guest experts were identified and invited to submit posts pertaining to business-related topics. Students were given instructions for joining the Facebook group but informed that participation was optional.
A mixed-methods approach using a student questionnaire, results on examination questions, and a student focus group was used to assess this activity. The informal design with no posting guidelines and no participation requirement was well received by students, who appreciated the unique learning environment and exposure to external experts.
Facebook provides an informal learning environment for presenting contemporary topics and the thoughts of guest experts not affiliated with a college or school, thereby exposing students to relevant "real world" issues.
The hidden (informal) curriculum is blamed for its negative effects on students' humanism and professional development. To combat this, educational initiatives employing mentored reflective practice, faculty role-modeling, and feedback have been advocated.
Promote reflection on professional development using collaborative, web-based technology.
Four-week basic medicine clerkship rotation at an academic institution over a one-year period.
Students were asked to contribute two reflective postings to a class web log (blog) during their rotation. They were able to read each other's postings and leave feedback in a comment section. An instructor provided feedback on entries, aimed to stimulate further reflection. Students could choose anonymous names if desired.
Ninety-one students wrote 177 posts. One-third of students left feedback comments. The majority of students enjoyed the activity and found the instructor's feedback helpful. Assessment of the posts revealed reflections on experience, heavily concerned with behavior and affect. A minority were not reflective. In some cases, the instructor's feedback stimulated additional reflection. Certain posts provided insight to the hidden curriculum.
We have discovered that blogs can promote reflection, uncover elements of the hidden curriculum, and provide opportunities to promote professional development.
Structural changes need to be made within universities such that interprofessional education for patient-centred collaborative practice becomes a responsibility that crosses faculty jurisdictions and is accepted as the responsibility of all associated health and human service programs. In communities, the patient or client is the centre of professional attention requiring care that goes beyond the skill and scope of any one profession. Notions about collaboration inform and drive interprofessional education and should lead to sustainable system changes within centres of advanced education that ensure a permanent place for interprofessional education in all health and human service programs. This chapter explores the many barriers to achieving this goal, and offers insights into their removal from one university's experience.
This paper is the first of two that highlights key elements needed for consideration in the planning and implementation of interprofessional educational (IPE) interventions at both the pre and post-licensure qualification education levels. There is still much to be learned about the pedagogical constructs related to IPE. Part 1 of this series discusses the learning context for IPE and considers questions related to the "who, what, where, when and how" related to IPE. Through a systematic literature review that was conducted for Health Canada in its move to advance Interprofessional Education for Patient Centred Practice (IECPCP), this paper provides background information that can be helpful for those involved in an interprofessional initiative. A historical review of IPE sets the international context for this area and reflects the work that has been done and is currently being initiated and implemented to advance IPE for health professional students. Much can be learned from the literature related to the pedagogical approaches that have been tried and the issues that need to be addressed related to the learner, the educator and the learning context which this paper examines.
Unlabelled:
BACKGROUND AND REVIEW CONTEXT: Evidence to support the proposition that learning together will help practitioners and agencies work better together remains limited and thinly spread. This review identified, collated, analysed and synthesised the best available contemporary evidence from 21 of the strongest evaluations of IPE to inform the above proposition. In this way we sought to help shape future interprofessional education and maximize the potential for interprofessional learning to contribute to collaborative practice and better care.
Objectives of the review:
To identify and review the strongest evaluations of IPE. To classify the outcomes of IPE and note the influence of context on particular outcomes. To develop a narrative about the mechanisms that underpin and inform positive and negative outcomes of IPE.
Search strategy:
Bibliographic database searches as follows: Medline 1966-2003, CINAHL 1982-2001, BEI 1964-2001, ASSIA 1990-2003 which produced 10,495 abstracts. Subsequently, 884 full papers were obtained and scrutinized. In addition, hand searching (2003-5 issues) of 21 journals known to have published two or more higher quality studies from a previous review.
Topic definition and inclusion criteria:
Peer-reviewed papers and reports included in the review had to be formal educational initiatives attended by at least two of the many professional groups from health and social care, with the objective of improving care; and learning with, from and about each other.
Data collection, analysis and synthesis:
Standard systematic review procedures were applied for sifting abstracts, scrutinizing full papers and abstracting data. Two members of the team checked each abstract to decide whether the full paper should be read. A third member was consulted over any discrepancies. Similarly, each full paper was read by at least two members of the team and agreement sought before passing it to one member of the team (SR) for data abstraction. Other members of the team checked 10% of the abstraction records. Coding into a Statistical Package for Social Scientists (SPSS) data base led to collection of different outcome measures used in the primary studies via the common metric of an adapted Kirkpatrick's four-level model of educational outcomes. Additionally, a narrative synthesis was built after analysis of primary data with the 3-P model (presage-process-product) of education development and delivery.
Headline results:
Government calls for enhanced collaboration amongst practitioners frequently leads to IPE that is then developed and delivered by educators, practitioners or service managers. Staff development is a key influence on the effectiveness of IPE for learners who all have unique values about themselves and others. Authenticity and customization of IPE are important mechanisms for positive outcomes of IPE. Interprofessional education is generally well received, enabling knowledge and skills necessary for collaborative working to be learnt; it is less able to positively influence attitudes and perceptions towards others in the service delivery team. In the context of quality improvement initiatives interprofessional education is frequently used as a mechanism to enhance the development of practice and improvement of services.
Effective working relationships between doctors and nurses are often thought to be hampered by inter-group stereotypes. It is argued that more collaborative teamworking would be enhanced by the fostering of positive stereotypes, including autostereotypes (stereotypes of one's own profession) and the diminution of negative stereotypes between the professions. This paper presents data about stereotypes held by medical and nursing students who participated in a programme of interprofessional education. The existence of strong positive and negative stereotypes was demonstrated, together with considerable mutual inter-group differentiation: nurses were seen by both groups as caring, dedicated and good communicators and neither arrogant nor detached; doctors were confident, decisive and dedicated but arrogant. There was evidence of some beneficial effects of interprofessional education in diminishing negative heterostereotypes, at least over the course of the programme.
In traditional societies, socialisation did not take place in separate institutions, but rather took place in the family and within small communities. In modern societies, specialized institutions have taken over the roles of teaching, educating and child minding. Mass-education could only be organized in a standardized, industrial way. Reform pedagogy wanted to change this alienated socialization into socialization that could be ensured in child-centered schools based on independence. The radical critiques of the school system wanted to de-school the whole of society, saying that spontaneous activities and the network of knowledge exchange could replace formal school. With the spreading of informatization, the utopia of network learning may become a reality, at least technically. A vast amount of spontaneous knowledge exchange is taking place on the interactive World Wide Web. It is on the basis of this that the theories of eLearning 2.0 and connectivism declare that network participation and access to information and to software that interprets and contextualizes information makes a completely new, cooperative, self-organising form of learning possible. This process questions the role of traditional educational institutions today. While the forms of eLearning 1.0 only meant the mechanical transposition of traditional linear learning to a virtual medium, the mode of operation of eLearning 2.0, (organized into networks, self-organising, embedded into activities) may be the starting point and driving force of a learning-organisational process that takes advantage of the opportunities offered by the information society. Abstract: În societăţile tradiţionale, socializarea nu se realiza în instituţii separate, ci mai degrabă avea loc în familie sau în comunităţi mici. În societăţile moderne, instituţii specializate au preluat rolurile predării, educării şi îngrijirii copiilor. Educaţia în masă nu putea fi organizată decât într-un mod standardizat şi industrial. Pedagogia reformatoare a dorit să schimbe această formă alienată de socializare într-una care putea fi asigurată în şcoli centrate pe elevi şi bazate pe independenţă. Criticii radicali ai sistemului şcolar au vrut să de-şcolarizeze întreaga societate, susţinând că activităţile spontane şi reţeaua de schimb de cunoştinţe ar putea înlocui sistemul formal de şcolarizare. Odată cu răspândirea informatizării, utopia învătării în reţea poate deveni realitate, cel puţin din punct de vedere tehnic. Un volum mare de schimburi spontane de cunoştinţe are loc pe World Wide Web-ul interactiv. Pe baza acestuia, teoriile de eLearning 2.0 şi conectivism au decretat că participarea în reţea şi accesul la informaţie şi la programe software care interpretează şi contextualizează informaţia, fac posibilă o formă de învăţare prin cooperare complet nouă şi care se autogestionează. Acest proces pune sub semnul întrebării rolul instituţiilor educaţionale tradiţionale din zilele noastre. În timp ce formele de eLearning 1.0 nu făceau decât să transpună mecanic învăţarea lineară tradiţională într-un mediu virtual, modul de operare al eLearning 2.0, (sistem organizat în reţele care se autogestionează şi apoi sunt înglobate în activităţi) poate constitui punctul de plecare dar şi forţa motrice a unui process de învăţare organizaţională care fructifică oportunităţile oferite de societatea informaţională. Cuvinte cheie: e-learning 2.0, societate informaţională, web 2.0, conectivism ___________ Dr. Istvan BESSENYEI este conferenţiar dr. la Universitatea Maghiară de Vest şi face parte din Information Society Research and Teaching Group. Ariile sale de cercetare includ sisteme educaţionale şi informaţionale, e-learning în activităţi didactice şi managementul cunoştinţelor în învăţământul superior.
This paper describes the use of a range of Web 2.0 technologies to support the development of community for a newly formed Land Trust on the Isle of Lewis, in NW Scotland. The application of social networking tools in text, audio and video has several purposes: informal learning about the area to increase tourism, community interaction, ‘ownership’ of the Trust's website and pride in the local landscape. The paper provides background theory related to informal learning and Web 2.0 technologies and describes an innovative application of them to a sparsely populated rural community.
Physicians interact with peers and mentors to frame issues, brainstorm, validate and share information, make decisions, and create management protocols, all of which contribute to learning in practice. It is likely that working together in this way creates the best environment for learning that enhances professional practice and professional judgment. So convincing are the arguments for this view that management practices already are changing to foster the integration of learning and practice. This article describes a program of research that is planned to assess the effectiveness of information and communication technologies that purport to support and enhance learning in practice.
The current policy agenda purports the need for education establishments and practice agencies to join together to promote interprofessional working. It was within this policy context that in September 2000 the Faculty of Health and Social Care, University of the West of England (Bristol) introduced an interprofessional strand within 10 professional programmes. This article outlines a number of challenges associated with the incorporation of interprofessional education into the pre-qualifying curriculum and details the approaches used to meet these challenges. Logistical barriers associated with organising more than 700 students into interprofessional groups in a format that does not result in an over representation of any group, developing and selecting appropriate scenarios, resourcing the interprofessional modules, integrating interprofessional education throughout the whole student experience and facilitating the delivery of the interprofessional modules are all considered, together with adjustments made in the light of evaluations to date.
Interprofessional education is an approach to educating and training students and practitioners from different health professions to work in a collaborative manner in providing client and/or patient-centred care. The introduction and successful implementation of this educational approach is dependent on a variety of factors, including the attitudes of students, faculty, senior academic administrators (e.g., deans and directors) and practitioners. The purpose of this study was to examine attitudes towards interprofessional teamwork and interprofessional education amongst academic administrators of post-secondary health professional education programs in Canada. A web-based questionnaire in English and French was distributed via e-mail messaging during January 2004 to academic administrators in Canada representing medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy post-secondary educational programs. Responses were sought on attitudes towards interprofessional teamwork and interprofessional education, as well as opinions regarding barriers to interprofessional education and subject areas that lend themselves to interprofessional education. In general, academic administrators responding to the survey hold overall positive attitudes towards interprofessional teamwork and interprofessional education practices, and the results indicate there were no significant differences between professions in relation to these attitudinal perspectives. The main barriers to interprofessional education were problems with scheduling/calendar, rigid curriculum, turf battles and lack of perceived value. The main pre-clinical subject areas which respondents believed would lend themselves to interprofessional education included community health/prevention, ethics, communications, critical appraisal, and epidemiology. The results of this study suggest that a favourable perception of both interprofessional teamwork and interprofessional education exists amongst academic administrators of Canadian health professional education programs. If this is the case, the post-secondary system in Canada is primed for the introduction of interprofessional education initiatives which support the development of client and patient-centred collaborative practice competencies.
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