如何使用社交媒体共享的知识被纳入卫生专业的教育实践:一个定性描述性研究
Catherine M Giroux1,2, Sungha Kim1,2, Aliki Thomas3,4
1School of Physical and Occupational Therapy, McGill University, 3654 prom Sir-William-Osler, H3G 1Y5, Montréal, QC, Canada.
概括
卫生专业的教育工作者和研究人员使用社交媒体进行知识共享,将见解纳入实践,作为教学工具和新方法. 存在诸如错误信息之类的障碍,但可访问的平台可以促进证据的吸收.
科学领域:
- 健康 职业 教育 教育 专业
- 医学教育研究 医学教育研究
- 社会媒体在医疗保健中的作用
背景情况:
- 社交媒体平台越来越多地用于医疗行业的知识传播.
- 了解教育工作者和研究人员如何将这些社交媒体知识纳入实践至关重要.
- 现有的研究往往侧重于传播,而不是积极采用证据.
研究的目的:
- 探索健康专业的教育工作者和研究人员如何将社交媒体的知识整合到他们的实践中.
- 了解促进者和障碍的知识吸收从社交媒体在卫生专业教育.
- 检查社交媒体衍生知识在专业环境中的实际应用.
主要方法:
- 使用社会构造主义镜头进行探索性研究.
- 在Twitter/X.使用特定标签的卫生专业教育工作者和研究人员的有目的抽样.
- 知情同意,视频会议采访和多个循环的演和归纳编码和分析.
主要成果:
- 参与者利用社交媒体知识用于教学工具,研究方法,理论框架和临床干预.
- 社交媒体的可访问性和非等级性质有助于知识共享.
- 障碍包括潜在的错误信息和技术/特定国家的限制.
- 报告显示,社交媒体的使用既是积极的 (创建内容),也是被动的 (消费内容).
结论:
- 社交媒体为知识共享和融入卫生专业教育提供了一个有价值的道.
- 诸如"知识转化为行动"之类的框架可以指导有效的基于社交媒体的知识共享.
- 解决错误信息和技术障碍对于最大限度地提高社交媒体对实践的影响至关重要.
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