Katz Marc, Nandi Neilanjan
Division of Cardiology, Department of Medicine, St. Luke's University Hospital, Bethlehem, PA, United States.
Division of Gastroenterology and Hepatology, Department of Medicine, University of Pennsylvania, Philadelphia, PA, United States.
JMIR Med Educ. 2021 Apr 12;7(2):e25892. doi: 10.2196/25892.
The COVID-19 pandemic has brought virtual web-based learning to the forefront of medical education as training programs adapt to physical distancing challenges while maintaining the rigorous standards of medical training. Social media has unique and partially untapped potential to supplement formal medical education.
The aim of this review is to provide a summary of the incentives, applications, challenges, and pitfalls of social media-based medical education for both trainees and educators.
We performed a literature review via PubMed of medical research involving social media platforms, including Facebook, Twitter, Instagram, YouTube, WhatsApp, and podcasts. Papers were reviewed for inclusion based on the integrity and power of the study.
The unique characteristics of social media platforms such as Facebook, Twitter, Instagram, YouTube, WhatsApp, and podcasts endow them with unique communication capabilities that serve different educational purposes in both formal and informal education settings. However, contemporary medical education curricula lack widespread guidance on meaningful use, application, and deployment of social media in medical education.
Clinicians and institutions must evolve to embrace the use of social media platforms for medical education. Health care professionals can approach social media engagement in the same ethical manner that they would with patients in person; however, health care institutions ultimately must enable their health care professionals to achieve this by enacting realistic social media policies. Institutions should appoint clinicians with strong social media experience to leadership roles to spearhead these generational and cultural changes. Further studies are needed to better understand how health care professionals can most effectively use social media platforms as educational tools. Ultimately, social media is here to stay, influencing lay public knowledge and trainee knowledge. Clinicians and institutions must embrace this complementary modality of trainee education and champion social media as a novel distribution platform that can also help propagate truth in a time of misinformation, such as the COVID-19 pandemic.
随着培训项目在适应物理距离挑战的同时维持医学培训的严格标准，新冠疫情已将基于网络的虚拟学习推到了医学教育的前沿。社交媒体具有独特且部分尚未开发的潜力来补充正规医学教育。
本综述的目的是总结基于社交媒体的医学教育对学员和教育工作者的激励因素、应用、挑战及陷阱。
我们通过PubMed对涉及社交媒体平台（包括脸书、推特、照片墙、优兔、瓦次普和播客）的医学研究进行了文献综述。根据研究的完整性和影响力对论文进行纳入审查。
脸书、推特、照片墙、优兔、瓦次普和播客等社交媒体平台的独特特性赋予它们独特的沟通能力，在正式和非正式教育环境中服务于不同的教育目的。然而，当代医学教育课程缺乏关于在医学教育中有意义地使用、应用和部署社交媒体的广泛指导。
临床医生和机构必须与时俱进，接受使用社交媒体平台进行医学教育。医疗保健专业人员可以以与亲自对待患者相同的道德方式参与社交媒体；然而，医疗机构最终必须通过制定切实可行的社交媒体政策，使医疗保健专业人员能够做到这一点。机构应任命具有丰富社交媒体经验的临床医生担任领导角色，以引领这些代际和文化变革。需要进一步研究以更好地了解医疗保健专业人员如何最有效地将社交媒体平台用作教育工具。最终，社交媒体将持续存在，影响公众知识和学员知识。临床医生和机构必须接受这种学员教育的补充方式，并倡导将社交媒体作为一个新颖的传播平台，在诸如新冠疫情这样的错误信息时代，它也有助于传播真相。
