社交媒体作为医学教育中的开放学习资源：当前观点
Social media as an open-learning resource in medical education: current perspectives.
作者信息
Sutherland S, Jalali A
机构信息
Department of Critical Care, The Ottawa Hospital.
Division of Clinical and Functional Anatomy, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada.
出版信息
Adv Med Educ Pract. 2017 Jun 8;8:369-375. doi: 10.2147/AMEP.S112594. eCollection 2017.
PURPOSE
Numerous studies evaluate the use of social media as an open-learning resource in education, but there is a little published knowledge of empirical evidence that such open-learning resources produce educative outcomes, particularly with regard to student performance. This study undertook a systematic review of the published literature in medical education to determine the state of the evidence as to empirical studies that conduct an evaluation or research regarding social media and open-learning resources.
METHODS
The authors searched MEDLINE, ERIC, Embase, PubMed, Scopus, and Google Scholar from 2012 to 2017. This search included using keywords related to social media, medical education, research, and evaluation, while restricting the search to peer reviewed, English language articles only. To meet inclusion criteria, manuscripts had to employ evaluative methods and undertake empirical research.
RESULTS
Empirical work designed to evaluate the impact of social media as an open-learning resource in medical education is limited as only 13 studies met inclusion criteria. The majority of these studies used undergraduate medical education as the backdrop to investigate open-learning resources, such as Facebook, Twitter, and YouTube. YouTube appears to have little educational value due to the unsupervised nature of content added on a daily basis. Overall, extant reviews have demonstrated that we know a considerable amount about social media use, although to date, its impacts remain unclear.
CONCLUSION
There is a paucity of outcome-based, empirical studies assessing the impact of social media in medical education. The few empirical studies identified tend to focus on evaluating the affective outcomes of social media and medical education as opposed to understanding any linkages between social media and performance outcomes. Given the potential for social media use in medical education, more empirical evaluative studies are required to determine educational value.
目的
众多研究评估了社交媒体作为教育中的一种开放学习资源的使用情况，但关于此类开放学习资源能产生教育成果，尤其是对学生成绩的影响，鲜有已发表的实证证据。本研究对医学教育领域已发表的文献进行了系统综述，以确定关于社交媒体和开放学习资源的评估或研究的实证研究证据状况。
方法
作者检索了2012年至2017年的MEDLINE、ERIC、Embase、PubMed、Scopus和谷歌学术。该检索包括使用与社交媒体、医学教育、研究和评估相关的关键词，同时将检索限制为仅同行评审的英文文章。为符合纳入标准，手稿必须采用评估方法并进行实证研究。
结果
旨在评估社交媒体作为医学教育中开放学习资源的影响的实证工作有限，因为只有13项研究符合纳入标准。这些研究大多以本科医学教育为背景，调查诸如脸书、推特和YouTube等开放学习资源。由于每天添加的内容缺乏监管，YouTube似乎几乎没有教育价值。总体而言，现有综述表明，我们对社交媒体的使用了解很多，尽管迄今为止，其影响仍不明确。
结论
缺乏基于结果的实证研究来评估社交媒体在医学教育中的影响。已确定的少数实证研究往往侧重于评估社交媒体与医学教育的情感结果，而不是理解社交媒体与成绩结果之间的任何联系。鉴于社交媒体在医学教育中的应用潜力，需要更多的实证评估研究来确定其教育价值。
Zotero 插件