Institute of Health Sciences Education, School of Physical and Occupational Therapy, McGill University, 3654 Prom Sir-William-Osler, Montreal, QC, H3G 1Y5, Canada.
Centre de Recherche Interdisciplinaire en Readaptation (CRIR), Montreal, Canada.
Adv Health Sci Educ Theory Pract. 2024 Jul;29(3):993-1023. doi: 10.1007/s10459-023-10294-z. Epub 2023 Oct 17.
Health professions educators often use social media to share knowledge; however, it is unclear what specific dissemination and knowledge translation (KT) processes are occurring and the implications of this sharing for health professions education (HPE). This study explored how educators have used social media as a mechanism of dissemination and KT in the literature. A critical scoping review methodology, informed by Engeström's Activity Theory, was employed. Twelve databases were searched and studies that: (a) addressed health professions educators; (b) described the use of social media for dissemination or KT; (c) focused on a regulated health profession; (d) focused on undergraduate or graduate education; and (e) were published in English or French between 2011 and 2021 were included. Data were analyzed using numerical and qualitative content analyses. Of the 4859 articles screened, 37 were eligible for inclusion. Social media may facilitate knowledge sharing in HPE, but there is a lack of conceptual clarity on what is meant by 'dissemination' and 'KT'. Who is responsible for sharing knowledge, what knowledge is being shared, and the target audiences are not always clear. Multiple factors (e.g., affordances, opportunity costs) influence how social media is used as a mechanism of dissemination, and it remains unclear whether and how it is used as a mechanism of KT. Concepts like KT and dissemination, which are often borrowed from other disciplines, must be critically evaluated for their relevance and suitability if they are to be appropriately applied to HPE and in particular to social media. Educators looking to use social media to teach students about KT should consider whether this use of technology truly aligns with their stated learning outcomes.
卫生专业教育者经常使用社交媒体来分享知识；然而，目前尚不清楚正在发生哪些具体的传播和知识转化 (KT) 过程，以及这种分享对卫生专业教育 (HPE) 的影响。本研究探讨了教育者如何在文献中使用社交媒体作为传播和 KT 的机制。采用了以 Engeström 的活动理论为指导的关键范围审查方法。共搜索了 12 个数据库，并纳入了以下研究：(a) 涉及卫生专业教育者；(b) 描述了使用社交媒体进行传播或 KT；(c) 关注受监管的卫生专业；(d) 关注本科或研究生教育；(e) 于 2011 年至 2021 年间以英文或法文发表的研究。使用数值和定性内容分析对数据进行分析。在筛选的 4859 篇文章中，有 37 篇符合纳入标准。社交媒体可能有助于 HPE 中的知识共享，但对于“传播”和“KT”的含义缺乏概念上的清晰性。谁负责分享知识、分享什么知识以及目标受众并不总是明确的。多种因素（例如，功能、机会成本）影响社交媒体作为传播机制的使用方式，目前尚不清楚它是否以及如何作为 KT 的机制使用。像 KT 和传播这样的概念，通常是从其他学科借来的，在将其恰当地应用于 HPE 特别是社交媒体之前，必须对其相关性和适用性进行批判性评估。希望使用社交媒体向学生传授 KT 的教育者应该考虑这种技术的使用是否真正符合他们的既定学习成果。
