A Survey of Social Media Policies in U.S. Dental Schools

Evaluation of Medical Confidentiality Breaches on Twitter Among Anesthesiology and Intensive Care Health Care Workers

BACKGROUND

With the generalization of social network use by health care workers, we observe the emergence of breaches in medical confidentiality. Our objective was to determine, among anesthesiology and intensive care health care workers, the rate of medical confidentiality breaches among professional tweets.

METHODS

We performed a retrospective analysis of public Twitter data available through the official Twitter application program interface. The profiles of anesthesiology and intensive care professionals were identified thanks to keywords in their biography. All the tweets with a photograph and all the text-only tweets containing at least one specific keyword related to anesthesiology or intensive care were extracted. We selected only the tweets with a health care-related character. Then, we analyzed 10% of the tweets with a photograph and 10% of the text-only tweets extracted and noted those presenting a breach of medical confidentiality.

RESULTS

After a first screening of 12,705 accounts, we manually analyzed 431 tweets with photograph(s) and 9000 text-only tweets from 1831 accounts. We found 44 (10.2%) breaches of medical confidentiality among the photographs and 76 (0.8%) among text-only tweets. These 120 problematic tweets came from 96 profiles (96/1831; 5.2%); 3.7% of North American profiles breached medical confidentiality versus 6.3% of profiles from other areas; P = .03. When comparing the distribution of the number of followers and tweets, accounts with breach of medical confidentiality tweets had more tweets and followers than profiles without (both P < .0001).

CONCLUSIONS

We found a significant proportion of tweets with breach of medical confidentiality among anesthesiology and intensive care professionals accounts.

Influence of social media platforms in dental education and clinical practice: A cross-sectional survey among dental trainees and professionals

PURPOSE/OBJECTIVES

Social media platforms (SMPs) have become a popular portal for the acquisition and dissemination of dentistry-related information. The study aims to identify the pattern and influence SMPs for education and practice among dental trainees and professionals.

METHOD AND MATERIALS

A cross-sectional study involving dental trainees and clinical professionals was conducted based on a structured 20-item survey instrument among dental trainees and professionals. The validated questionnaire was circulated among six dental training institutions in India through the internet-based application Google form and achieved a response rate of 60%. The questionnaire focused on identifying the usage of social media in disseminating dentistry-related content. The data from responders were extracted, sorted, and analyzed for descriptive analysis of various factors.

RESULT

The survey revealed the most common SMP used for dentistry-related content as YouTube. The second most commonly used SMP was Facebook for professionals whereas it was Instagram for younger trainees. There was a highly significant difference between professionals and trainees concerning their sources of new information and the most commonly used SMP for dental education (p < 0.001).

CONCLUSIONS

There is a growing consensus among young dental trainees and professionals on SMPs being an effective open access knowledge center. The survey results call for the need for a scientific journal and dental schools to have verified pages in social media to act as flagbearers of evidence-based dental practices. The potentials of SMPs in providing open access information collection to wider viewership across the globe and being a digital archive in attractive audio-visual forms can be used to strengthen the conventional educational model and improvise clinical practice.

Use of social media for surgical education in Australia and New Zealand

BACKGROUND

Social media are an increasingly important tool for educators, although their use for surgical education in Australia and New Zealand (ANZ) has not been quantified. This study aimed to determine the social media presence of surgical training institutions in ANZ, quantify the proportion of their social media content that is educational, compare engagement between educational and non-educational content, and determine perspectives on using social media for education.

METHODS

An online search was conducted in October 2018 to determine the social media presence of surgical training institutions accredited to deliver under- and post-graduate surgical education in ANZ. All their posts on Facebook and Twitter from November 2017 to October 2018 were categorized as educational or non-educational. Engagement on Twitter was analysed using retweets. An online survey was distributed to each institution to investigate their social media strategy and opinions on the use of social media for surgical education.

RESULTS

Seven out of 37 (19%) surgical training institutions had active social media accounts. Educational content accounted for 677/4615 (14.7%) of their posts. Educational content was retweeted more often than non-educational content (17.2 versus 5.4, P = 0.002). Seven out of 37 (19%) institutions responded to the survey, with one respondent having a policy for and utilising social media for surgical education.

CONCLUSIONS

Social media are being used by a minority of surgical training institutions for educational purposes in ANZ. Social media content is primarily non-educational although educational posts attract more engagement. Further research is required to assess the efficacy of surgical education on social media.

The Use of Social Media by Dental Students for Communication and Learning: Two Viewpoints: Viewpoint 1: Social Media Use Can Benefit Dental Students' Communication and Learning and Viewpoint 2: Potential Problems with Social Media Outweigh Their Benefits for Dental Education

Social media have become a major part of an interconnected society, impacting personal and professional lives. This Point/Counterpoint presents two opposing viewpoints on the question of whether social media should be used in dental education as a learning and communication tool for dental students. Viewpoint 1 argues that social media benefit student learning and should be used as a tool in dental education. This argument is based on evidence concerning use of social media and improved learning across health professions, improved peer-peer communication in clinical education, improved engagement in interprofessional education (IPE), and provision of a mechanism for safe and improved communication between practitioners and patients, as well as faculty and students. Viewpoint 2 argues that potential problems and risks in using social media outweigh any benefits found in learning and therefore social media should not be used as a tool in dental education. This viewpoint is supported by evidence of negative effects on learning, the establishment of a negative digital footprint in the public's view, risk of privacy violations when using social media, and the new phenomenon of Internet addiction with its negative physiological effects on social media users.

Dental Blogs, Podcasts, and Associated Social Media: Descriptive Mapping and Analysis

Background

Studies of social media in both medicine and dentistry have largely focused on the value of social media for marketing to and communicating with patients and for clinical education. There is limited evidence of how dental clinicians contribute to and use social media to disseminate and access information relevant to clinical care.

Objective

The purpose of this study was to inventory and assess the entry, growth, sources, and content of clinically relevant social media in dentistry.

Methods

We developed an inventory of blogs, podcasts, videos, and associated social media disseminating clinical information to dentists. We assessed hosts’ media activity in terms of their combinations of modalities, entry and exit dates, frequency of posting, types of content posted, and size of audience.

Results

Our study showed that clinically relevant information is posted by dentists and hygienists on social media. Clinically relevant information was provided in 89 blogs and podcasts, and topic analysis showed motives for blogging by host type: 55% (49 hosts) were practicing dentists or hygienists, followed by consultants (27 hosts, 30%), media including publishers and discussion board hosts (8 hosts, 9%), and professional organizations and corporations.

Conclusions

We demonstrated the participation of and potential for practicing dentists and hygienists to use social media to share clinical and other information with practicing colleagues. There is a clear audience for these social media sites, suggesting a changing mode of information diffusion in dentistry. This study was a first effort to fill the gap in understanding the nature and potential role of social media in clinical dentistry.

Examining Health Care Students' Attitudes toward E-Professionalism

Objective. To compare pharmacy, osteopathic medicine, dental medicine, and physician assistant (PA) students' perceptions of e-professionalism. Methods. A 20-item questionnaire was developed and administered to four cohorts of health care professions students early in their first professional year. The questionnaire contained 16 scenarios in which a hypothetical health care student or professional shared information or content electronically and students were asked to indicate how much they agreed that the scenario represented professional behavior. Results. Ninety-four percent of students completed the questionnaire. More female students were in the pharmacy and PA cohorts. There were statistical differences in students' perceptions of e-professionalism in five of 16 scenarios. Specific differences were most often between the osteopathic medicine students and the other cohorts. Conclusions. The health care professions students surveyed had similar perceptions of e-professionalism. Of the four cohorts, osteopathic medicine students appeared less conservative in their approach to e-professionalism than the other cohorts.