D'souza Felecia, Shah Sita, Oki Olukayode, Scrivens Lydia, Guckian Jonathan
Barts and The London School of Medicine and Dentistry, London, UK.
University of Dundee School of Medicine, Dundee, UK.
Future Healthc J. 2021 Jul;8(2):e307-e310. doi: 10.7861/fhj.2020-0164.
Social media (SoMe) are platforms that enable users to create and share content, or participate in social networking. Medical education is rapidly moving into a post-COVID world, with the use of SoMe becoming ever more prominent. We explore the risks and benefits of using this technology to assist learning and examine these in light of relevant educational theory. Benefits include accessibility to experts, opportunities for mentorship, access to support networks, resource sharing and global participation. Following the 'Black Lives Matter' movement, SoMe has provided the impetus to adapt medical curricula to address health inequities in minority ethnic individuals. Key criticisms focus on superficial learning, psychological safety, correctly identifying level of expertise, professionalism and ownership protections for content creators. Users have limited ways to manage risk. The medical education community must adapt and rapidly critique SoMe innovations so that they can be better developed and learned from, all the while remaining vigilant.
社交媒体（SoMe）是使用户能够创建和分享内容或参与社交网络的平台。医学教育正在迅速进入后新冠时代，社交媒体的使用变得越来越突出。我们探讨了使用这项技术辅助学习的风险和益处，并根据相关教育理论对这些进行审视。益处包括接触专家的机会、指导机会、获得支持网络、资源共享和全球参与。在“黑人的命也是命”运动之后，社交媒体推动了医学课程的调整，以解决少数族裔个体的健康不平等问题。主要批评集中在表面学习、心理安全、正确识别专业水平、专业精神以及对内容创作者的所有权保护。用户管理风险的方式有限。医学教育界必须适应并迅速批评社交媒体的创新，以便能够更好地发展并从中学习，同时始终保持警惕。
