Gormley Mark, Collins Laura, Schofield Susie, Neville Patricia
Bristol Dental School, Bristol, UK.
School of Medicine, University of Dundee, Dundee, UK.
Eur J Dent Educ. 2021 May;25(2):271-281. doi: 10.1111/eje.12601. Epub 2020 Sep 27.
Since the publication of GDC guidance, there have been small, but rising numbers of Fitness to Practise (FtP) cases made against qualified dentists, relating to the use of social media. Prior to graduation, dental students currently receive training in the appropriate use of social media, but more work is needed to determine the most effective methods do this. The aim of this study is to explore the impact of the digital professionalism awareness training provided at one UK-based institution.
In year 2, a "brown envelope" is compiled using an online publicly available Facebook profile search for every student. All year 2 to 5 dental undergraduate students at one UK dental school who had completed the "brown envelope" were invited to participate in focus groups to examine its impact on behaviour change. A qualitative framework analysis method was applied to the transcripts.
Eleven dental undergraduate students participated in two focus groups. All students had experienced the "brown envelope" intervention. Four main themes emerged, including: a clear expression of dental student autonomy and rejection of regulation; that online activity in dentistry is different to medicine; that the intervention is useful and changed online behaviour; and constructive suggestions for improving training.
The interactive "brown envelope" intervention for digital professionalism awareness training was well received and appeared to result in actionable behavioural change on student profiles (eg alterations in privacy settings or restricting access to their own "friends lists").
自英国牙科理事会（GDC）发布指南以来，针对合格牙医的社交媒体使用不当而引发的从业资格适宜性（FtP）案件数量虽少，但呈上升趋势。目前，牙科学生在毕业前会接受社交媒体合理使用方面的培训，但仍需开展更多工作来确定最有效的培训方法。本研究旨在探讨英国一所院校提供的数字职业素养意识培训的效果。
在第二年，通过在线公开的脸书个人资料搜索为每位学生编制一份“棕色信封”。邀请英国一所牙科学院所有完成“棕色信封”的大二至大五牙科本科生参加焦点小组，以考察其对行为改变的影响。对访谈记录采用定性框架分析方法。
11名牙科本科生参加了两个焦点小组。所有学生都经历了“棕色信封”干预。出现了四个主要主题，包括：牙科学生对自主权的明确表达以及对监管的抵制；牙科领域的在线活动与医学领域不同；该干预有用且改变了在线行为；以及对改进培训的建设性建议。
用于数字职业素养意识培训的交互式“棕色信封”干预受到好评，似乎使学生个人资料上出现了可操作的行为改变（例如更改隐私设置或限制他人访问自己的“好友列表”）。
