Social media and medical professionalism

Social media platforms as a photo-elicitation tool in research on alcohol intoxication and gender

Aim:

This methodological article aims to describe the use of comparative social media platforms within a photo-elicitation (PE) activity as part of a multi-method interview-based study on the gendered meanings of alcohol intoxication among young adults (aged 18–25 years, n = 200).

Method:

Early interviews revealed social media as a particularly engaging topic for participants, and discussions of social media exposed relevant issues that often were not discussed in other sections of the interview guide. By embedding photos of young people drinking within three social media platforms with photo-sharing capabilities – Instagram, SnapChat and Facebook – we elicited narrative data revealing important aspects of the meanings of intoxication and providing information on how participants manage and judge drinking behaviours shared through online social networking systems (SNS).

Conclusions:

Given that social media use and photo-sharing are so common, familiar, and endemic among young people, to ignore this feature of contemporary social interaction would have limited our exploration of meanings of intoxication. We suggest that embedding existing methods, such as photo-elicitation, into social media contexts that are salient for youth may be a valuable strategy for providing a more comprehensive approach for investigating contemporary social issues.

An Academic Healthcare Twitter Account: The Mayo Clinic Experience

With more than 300 million monthly active users, Twitter is a powerful social media tool in healthcare, yet the characterization of an academic healthcare Twitter account remains poor to date. We assessed basic gender and geographic data on the account's "followers," as well as categorization of each tweet based on content type. We analyzed the impressions, engagements, retweets, favorites, replies, hashtag clicks, and detail expansions using both Sprinklr and Twitter Analytics. Over a period of 12 months, the account amassed 1,235 followers, with 54 percent being male and 68 percent residing in the United States. Of the 1,635 tweets sent out over the life of the account, we report more than 382,464 impressions, 6,023 engagements, 1,255 retweets, 776 favorites, and 1,654 embedded media clicks in this period. When broken down by tweet category, publication tweets garnered the highest engagement with an estimated mean number of clicks per tweet of 8.2 ± 81.9. Original content had higher total engagement per tweet than retweeted material (2.8 ± 9.2 vs. 0.2 ± 0.9 engagements per tweet; p < 0.0001). Tweets regarding internal, national, and continuing medical education events had similar engagement. Herein is the first publication within the medical literature describing a "case series" of cardiovascular tweets over 12 months. We highlight a rapidly emerging group of interactive followers, a successful means by which to disseminate and engage in breaking topics throughout the cardiovascular field, and the importance of combining physician-led knowledge with intermittent marketing messages.

A Quantitative Study on Anonymity and Professionalism within an Online Free Open Access Medical Education Community

The increasing use of social media to share knowledge in medical education has led to concerns about the professionalism of online medical learners and physicians. However, there is a lack of research on the behavior of professionals within open online discussions. In 2013, the Academic Life in Emergency Medicine website (ALiEM.com) launched a series of moderated online case discussions that provided an opportunity to explore the relationship between anonymity and professionalism.

Comments from 12 case discussions conducted over a one-year period were analyzed using modified scales of anonymity and professionalism derived by Kilner and Hoadley. Descriptive statistics and Spearman calculations were conducted for the professionalism score, anonymity score, and level of participation. No correlation was found between professionalism and anonymity scores (rho = -0.004, p = 0.97). However, the number of comments (rho = 0.35, p < 0.01) and number of cases contributed to (rho = 0.26, p < 0.05) correlated positively with clear identification.

Our results differed from previous literature, the majority of which found anonymity associated with unprofessionalism. We believe that this may be a result of the fostering of a professional environment through the use of a website with a positive reputation, the modelling of respectful behaviour by the moderators, the norms of the broader online community, and the pre-specified objectives for each discussion. 

Exploratory Study of Rural Physicians' Self-Directed Learning Experiences in a Digital Age

INTRODUCTION

The nature and characteristics of self-directed learning (SDL) by physicians has been transformed with the growth in digital, social, and mobile technologies (DSMTs). Although these technologies present opportunities for greater "just-in-time" information seeking, there are issues for ensuring effective and efficient usage to compliment one's repertoire for continuous learning. The purpose of this study was to explore the SDL experiences of rural physicians and the potential of DSMTs for supporting their continuing professional development (CPD).

METHODS

Semistructured interviews were conducted with a purposive sample of rural physicians. Interview data were transcribed verbatim and analyzed using NVivo analytical software and thematic analysis.

RESULTS

Fourteen (N = 14) interviews were conducted and key thematic categories that emerged included key triggers, methods of undertaking SDL, barriers, and supports. Methods and resources for undertaking SDL have evolved considerably, and rural physicians report greater usage of mobile phones, tablets, and laptop computers for updating their knowledge and skills and in responding to patient questions/problems. Mobile technologies, and some social media, can serve as "triggers" in instigating SDL and a greater usage of DSMTs, particularly at "point of care," may result in higher levels of SDL. Social media is met with some scrutiny and ambivalence, mainly because of the "credibility" of information and risks associated with digital professionalism.

DISCUSSION

DSMTs are growing in popularity as a key resource to support SDL for rural physicians. Mobile technologies are enabling greater "point-of-care" learning and more efficient information seeking. Effective use of DSMTs for SDL has implications for enhancing just-in-time learning and quality of care. Increasing use of DSMTs and their new effect on SDL raises the need for reflection on conceptualizations of the SDL process. The "digital age" has implications for our CPD credit systems and the roles of CPD providers in supporting SDL using DSMTs.

Thou shalt not tweet unprofessionally: an appreciative inquiry into the professional use of social media

BACKGROUND

Social media may blur the line between socialisation and professional use. Traditional views on medical professionalism focus on limiting motives and behaviours to avoid situations that may compromise care. It is not surprising that social media are perceived as a threat to professionalism.

OBJECTIVE

To develop evidence for the professional use of social media in medicine.

METHODS

A qualitative framework was used based on an appreciative inquiry approach to gather perceptions and experiences of 31 participants at the 2014 Social Media Summit.

RESULTS

The main benefits of social media were the widening of networks, access to expertise from peers and other health professionals, the provision of emotional support and the ability to combat feelings of isolation.

CONCLUSIONS

Appreciative inquiry is a tool that can develop the positive practices of organisations and individuals. Our results provide evidence for the professional use of social media that may contribute to guidelines to help individuals realise benefits and avoid harms.

How do general practice residents use social networking sites in asynchronous distance learning?

BACKGROUND

Blended learning environments - involving both face-to-face and remote interactions - make it easier to adapt learning programs to constraints such as residents' location and low teacher-student ratio. Social networking sites (SNS) such as Facebook®, while not originally intended to be used as learning environments, may be adapted for the distance-learning part of training programs. The purpose of our study was to explore the use of SNS for asynchronous distance learning in a blended learning environment as well as its influence on learners' face-to-face interactions.

METHODS

We conducted a qualitative study and carried out semi-structured interviews. We performed purposeful sampling for maximal variation to include eight general practice residents in 2(nd) and 3(rd) year training. A thematic analysis was performed.

RESULTS

The social integration of SNS facilitates the engagement of users in their learning tasks. This may also stimulate students' interactions and group cohesion when members meet up in person.

CONCLUSIONS

Most of the general practice residents who work in the blended learning environment we studied had a positive appraisal on their use of SNS. In particular, we report a positive impact on their engagement in learning and their participation in discussions during face-to-face instruction. Further studies are needed in order to evaluate the effectiveness of SNS in blended learning environments and the appropriation of SNS by teachers.

Personal reflections on exploring social media in medicine

Social media is difficult to explain to a physician who has never used it. The medical literature on its pitfalls and abuses has overshadowed its positive applications and made many physicians wary of it. While I was initially reluctant to develop my own presence on social media, since embracing it as a tool for teaching and learning I have developed a different perspective. I see it as a tool that can be used positively or negatively. Much like a megaphone, it can amplify our voice so that the impact of our work can extend beyond the borders of our institutions and countries. Aided by the guidance and support of mentors who used social media before and alongside me, it has helped me to become a more competent, professional, engaged, and impactful physician. Within this article I will share my story to illustrate the many ways that social media can be used to enhance the profession of medicine.