你的脸书个人资料上有什么？一项关于促进医学生在社交网站上合理使用隐私设置的教育干预措施的评估。
What's on YOUR Facebook profile? Evaluation of an educational intervention to promote appropriate use of privacy settings by medical students on social networking sites.
作者信息
Walton Jennifer M, White Jonathan, Ross Shelley
机构信息
Department of Pediatrics, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, AB, Canada;
Department of Surgery, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, AB, Canada.
出版信息
Med Educ Online. 2015 Jul 20;20:28708. doi: 10.3402/meo.v20.28708. eCollection 2015.
BACKGROUND
The rise of social media has led to growing concerns about the potential implications of 'unprofessional' postings by physicians and medical students on individuals, institutions, and the medical profession. Relevant and effective guidelines have been difficult to develop and enforce, and there is a need for students and physicians to consider how their online activities may be perceived in the context of their professional roles. The purpose of this project was to examine the Internet presence of a graduating Canadian medical school class by scanning students' public profiles on the social media site Facebook, incorporate this information into an educational activity addressing professionalism and social media, and evaluate the impact of this activity on student behavior.
METHODS
A systematic search for public Facebook profiles of each member of the class was conducted, and data were collected on the types of publicly visible material. These were presented as part of an educational session on social media and professionalism. One month later, the Facebook search was repeated.
RESULTS
Of 152 students in the class, profiles were found for 121 (79.8%). The majority of students used appropriately restrictive privacy settings; however, a significant minority had publicly visible information, including comments, photographs, location, and status as a medical student. The educational innovation was well received with more than 90% of students agreeing that this topic was important and well addressed. A follow-up search found that many students had altered their privacy settings to make less information publicly available.
CONCLUSIONS
A small but significant proportion of students share potentially unprofessional content on social media. An interactive educational intervention, which includes specific disclosure of how participants appear to others on social media, resulted in a significant change in student behavior.
背景
社交媒体的兴起引发了人们对医生和医学生“不专业”帖子可能对个人、机构及医学专业产生的潜在影响的日益担忧。制定和执行相关且有效的指导方针一直很困难，学生和医生需要考虑他们的网络活动在其职业角色背景下可能会被如何看待。本项目的目的是通过扫描学生在社交媒体网站Facebook上的公开资料，来研究加拿大一所医学院毕业班学生在互联网上的形象，将这些信息纳入一项关于职业素养和社交媒体的教育活动中，并评估该活动对学生行为的影响。
方法
对班级中每位成员的Facebook公开资料进行系统搜索，并收集公开可见资料的类型数据。这些数据作为关于社交媒体和职业素养的教育课程的一部分进行展示。一个月后，再次进行Facebook搜索。
结果
该班级152名学生中，找到121名学生（79.8%）的资料。大多数学生使用了适当严格的隐私设置；然而，有一小部分学生有公开可见的信息，包括评论、照片、位置以及医学生身份。这项教育创新受到好评，超过90%的学生认为这个话题很重要且讲解得很好。后续搜索发现，许多学生更改了他们的隐私设置，减少了公开的信息。
结论
一小部分但比例可观的学生在社交媒体上分享了可能不专业的内容。一项互动式教育干预措施（包括具体披露参与者在社交媒体上在他人眼中的形象）导致了学生行为的显著改变。
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