D'Souza Karan, Henningham Lucy, Zou Runyu, Huang Jessica, O'Sullivan Elizabeth, Last Jason, Ho Kendall
Faculty of Medicine, University of British Columbia, Kelowna, BC, Canada.
School of Health Sciences, University of Melbourne, Melbourne, Australia.
JMIR Med Educ. 2017 Aug 4;3(2):e13. doi: 10.2196/mededu.6429.
BACKGROUND: The use of social media in health education has witnessed a revolution within the past decade. Students have already adopted social media informally to share information and supplement their lecture-based learning. Although studies show comparable efficacy and improved engagement when social media is used as a teaching tool, broad-based adoption has been slow and the data on barriers to uptake have not been well documented. OBJECTIVE: The objective of this study was to assess attitudes of health educators toward social media use in education, examine differences between faculty members who do and do not use social media in teaching practice, and determine contributing factors for an increase in the uptake of social media. METHODS: A cross-sectional Web-based survey was disseminated to the faculty of health professional education departments at 8 global institutions. Respondents were categorized based on the frequency of social media use in teaching as "users" and "nonusers." Users sometimes, often, or always used social media, whereas nonusers never or rarely used social media. RESULTS: A total of 270 health educators (52.9%, n=143 users and 47.0%, n=127 nonusers) were included in the survey. Users and nonusers demonstrated significant differences on perceived barriers and potential benefits to the use of social media. Users were more motivated by learner satisfaction and deterred by lack of technology compatibility, whereas nonusers reported the need for departmental and skill development support. Both shared concerns of professionalism and lack of evidence showing enhanced learning. CONCLUSIONS: The majority of educators are open-minded to incorporating social media into their teaching practice. However, both users and nonusers have unique perceived challenges and needs, and engaging them to adapt social media into their educational practice will require previously unreported approaches. Identification of these differences and areas of overlap presents opportunities to determine a strategy to increase adoption.
背景：在过去十年中，社交媒体在健康教育中的应用发生了变革。学生们已经在非正式场合使用社交媒体来分享信息并辅助基于课堂讲授的学习。尽管研究表明，将社交媒体用作教学工具时具有相当的效果且能提高参与度，但广泛采用的速度一直较慢，而且关于采用障碍的数据尚未得到充分记录。 目的：本研究的目的是评估健康教育工作者对在教育中使用社交媒体的态度，考察在教学实践中使用和不使用社交媒体的教员之间的差异，并确定促进社交媒体采用率提高的因素。 方法：向8家全球机构的卫生专业教育部门的教员开展了一项基于网络的横断面调查。根据在教学中使用社交媒体的频率，将受访者分为“使用者”和“非使用者”。使用者有时、经常或总是使用社交媒体，而非使用者从不或很少使用社交媒体。 结果：共有270名健康教育工作者（52.9%，n = 143名使用者和47.0%，n = 127名非使用者）纳入了调查。使用者和非使用者在对使用社交媒体的感知障碍和潜在益处方面表现出显著差异。使用者更受学习者满意度的激励，因缺乏技术兼容性而受到阻碍，而非使用者表示需要部门和技能发展支持。双方都对专业性以及缺乏显示学习效果增强的证据表示担忧。 结论：大多数教育工作者对将社交媒体纳入其教学实践持开放态度。然而，使用者和非使用者都有独特的感知挑战和需求，促使他们将社交媒体应用于教育实践需要前所未有的方法。识别这些差异和重叠领域为确定提高采用率的策略提供了机会。
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