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Fostering educator identity through social media
Kristina Dzara1, Amy Kelleher2, Subha Ramani1
1Harvard Medical School and Brigham and Women's Hospital, Boston, Massachusetts, USA.
The Clinical Teacher
|September 1, 2021
Summary
Social media can foster virtual communities of practice for health professions educators, aiding professional identity formation despite challenges. Strategies like tailored training can enhance engagement and recognition among peers.
Area of Science:
- Medical Education
- Digital Health
- Professional Development
Background:
- Communities of practice (CoPs) are crucial for educator professional identity formation (PIF).
- Social media (SoMe) offers a platform for virtual CoPs, supporting PIF and peer recognition.
- Barriers to SoMe engagement include privacy, skills, time, and perceived value.
Purpose of the Study:
- To explore perceived benefits, challenges, and strategies for promoting SoMe engagement among health professions educators (HPEs).
Main Methods:
- Qualitative methodology using focus group discussions with HPEs.
- Thematic analysis of transcribed discussions and descriptive analysis of questionnaire data on SoMe use.
- Study approved by the Partners Healthcare Institutional Review Board.
Main Results:
- Forty-eight HPEs participated; 93.8% used professional SoMe accounts with varied engagement.
- Key themes identified: challenges (time constraints, feeling overwhelmed), benefits (staying informed, sharing scholarship), and strategies (training, institutional support).
Conclusions:
- SoMe engagement can foster virtual CoPs among HPEs, supporting PIF and professional recognition.
- Recommendations are provided for efficient and impactful social media engagement in healthcare professions.
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