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Mapping digital literacies interventions in health professions education and exploring the implications for trainees'
Catherine M Giroux1, Aliki Thomas2, Lindsey Sikora3
1Faculty of Education, Health Professions Education, University of Ottawa, Ottawa, Ontario, Canada cgiroux2@uottawa.ca.
Introduction:
The spread of misinformation on social media is a major public health concern. In response, health professionals and trainees are engaging in online advocacy and knowledge mobilisation to counter inaccurate claims and offer reliable information to patients and the public. Digital literacy education is particularly important given the rapid evolution of social media platforms and the difficulty users face in distinguishing credible content from misleading material. This study will use a critical scoping review, informed by Engeström's Activity Theory, to examine what digital literacies are explicitly taught in health professions education and how these interventions prepare trainees to engage in social media-based advocacy and knowledge mobilisation activities, if at all.
Methods And Analysis:
Databases searched will include Medline, Embase, CINAHL, APA PsycINFO, Education Source and ERIC. A search strategy was developed in Medline, peer reviewed by another librarian and then translated into the other databases. All databases were searched from 2015 to 30 June 2026. Articles will be screened by title, abstract and full text before being extracted. A numerical analysis, whereby descriptive statistics are calculated using Microsoft Excel and a directed content analysis using deductive and inductive coding approaches informed by Activity Theory, will be completed.
Ethics And Dissemination:
Ethical approval is not required for this scoping review. Findings will be disseminated in peer-reviewed publications, academic conferences and through knowledge mobilisation workshops and research rounds.
