Social Media Utilisation in Australian Medical Education: A Qualitative Exploration of Student Perspectives

The use of social media as an educational tool has increased over the past decade. Research to date has explored the prevalence of social media use in students. Less is known about the ways in which social media is used, particularly by Australian medical students, in terms of purpose and function.

A constructivist grounded theory approach was utilised to explore how Australian medical students use social media for educational purposes. Focus groups were held with 23 students enrolled in a medical degree programme in Melbourne, Australia. Students were asked questions pertaining to specific platforms, utilisation, benefits, barriers and potential for further implementation. Thematic analysis established themes across focus groups.

The central theme of the student-educator-social media dynamic was underpinned by three key themes: (i) social media use in medical education, (ii) implementation of digital medical education and (iii) barriers and enablers for implementation. Students predominantly used Facebook for educational purposes due to its multipurpose functionality. Students felt that educators and universities could play a greater role in implementing social media in education. Professionalism, including personal boundaries and power dynamics, was acknowledged as a key barrier to implementation.

Social media is widely used by students for self-directed learning and peer collaboration in medical education. The student-led nature of social media engagement provides opportunities for educators and institutions to enhance learning outcomes through strategic support and moderation. Evolving policies and practices in digital medical education should consider both student and staff professionalism boundaries and expectations associated with digital education.