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Pulmonary and Critical Care Fellows’ Perceptions and Practices on Social Media at One Training Program and Potential Use in Medical Education
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A4907 - Pulmonary and Critical Care Fellows’ Perceptions and Practices on Social Media at One Training Program and Potential Use in Medical Education
Author Block: M. M. Lee1, C. Fung2; 1Department of Pulmonary Medicine, Keck School of Medicine of USC, Los Angeles, CA, United States, 2Department of Medical Education, Keck School of Medicine of USC, Los Angeles, CA, United States.
Background
Social media is a potential tool in Graduate Medical Education (GME). However, the perceptions that trainees themselves hold about the usefulness of social media in education has not yet been examined. We set out to ascertain whether these tools are appropriate to use in GME, whether these tools will be accepted in this population, and evaluate which platforms could be suited for GME use.
Methods:
Participants were Pulmonary and Critical Care Medicine (PCCM) fellows enrolled in the fellowship program at the University of Southern California (USC). Fellows were surveyed using a modified validated tool from a study of marketing undergraduates, using a 5-point Likert scale.
Results:
76% completion rate (16/21 fellows); age range 29 and 34. Gender: 73% male, 27% female (same gender ratio in the program).
Understanding: Most familiar with messaging apps (x = 4.69, standard deviation [SD] = 0.48), social networks (facebook) (x = 4.31, SD = 1.01), and video content/sharing (x = 4.19, SD = 1.10)
Usage: Messaging apps used most frequently (Likert scale 1-6): 100% used this tool multiple times a day (x=6, SD=0). Social networks used at least once daily (x=4.94, SD= 1.39), and video content/sharing sites used at least once weekly (x= 4.06, SD=1.6).
Agreement about openness to social media: mean 3.375 (SD = 1.26). Preference for instructors to use social media: mean 3.25 (SD = 1.34).
How social media might enhance learning: Highest motivational drivers attributed to interaction (x = 3.40, SD = 1.05), being informed (x = 3.33, SD = 0.96), and keeping them entertained (x = 3.20, SD = 1.01).
Reluctance to use social media: Social media seen as unprofessional in 39.97% of the fellows, but the majority (53.33%) were neutral. Privacy invasion: 46.67% agreed, 20% disagreed and 33.3% were neutral.
Conclusions:
Fellows in the USC PCCM training program are somewhat cautious about the use of social media in education. Our analysis of the data reveals that social media may be a potential tool, but that not all fellows may uniformly accept social media tools in the classroom, and their motivations for use are primarily for interactive and informative purposes. If social media is used, its use should align with these motivations. Certain tools are seen as more valuable in enhancing education - fellows have the most understanding and use of messaging apps, social networking and video content/sharing. Lastly, barriers to use are concerns of privacy and unprofessionalism.
Author Block: M. M. Lee1, C. Fung2; 1Department of Pulmonary Medicine, Keck School of Medicine of USC, Los Angeles, CA, United States, 2Department of Medical Education, Keck School of Medicine of USC, Los Angeles, CA, United States.
Background
Social media is a potential tool in Graduate Medical Education (GME). However, the perceptions that trainees themselves hold about the usefulness of social media in education has not yet been examined. We set out to ascertain whether these tools are appropriate to use in GME, whether these tools will be accepted in this population, and evaluate which platforms could be suited for GME use.
Methods:
Participants were Pulmonary and Critical Care Medicine (PCCM) fellows enrolled in the fellowship program at the University of Southern California (USC). Fellows were surveyed using a modified validated tool from a study of marketing undergraduates, using a 5-point Likert scale.
Results:
76% completion rate (16/21 fellows); age range 29 and 34. Gender: 73% male, 27% female (same gender ratio in the program).
Understanding: Most familiar with messaging apps (x = 4.69, standard deviation [SD] = 0.48), social networks (facebook) (x = 4.31, SD = 1.01), and video content/sharing (x = 4.19, SD = 1.10)
Usage: Messaging apps used most frequently (Likert scale 1-6): 100% used this tool multiple times a day (x=6, SD=0). Social networks used at least once daily (x=4.94, SD= 1.39), and video content/sharing sites used at least once weekly (x= 4.06, SD=1.6).
Agreement about openness to social media: mean 3.375 (SD = 1.26). Preference for instructors to use social media: mean 3.25 (SD = 1.34).
How social media might enhance learning: Highest motivational drivers attributed to interaction (x = 3.40, SD = 1.05), being informed (x = 3.33, SD = 0.96), and keeping them entertained (x = 3.20, SD = 1.01).
Reluctance to use social media: Social media seen as unprofessional in 39.97% of the fellows, but the majority (53.33%) were neutral. Privacy invasion: 46.67% agreed, 20% disagreed and 33.3% were neutral.
Conclusions:
Fellows in the USC PCCM training program are somewhat cautious about the use of social media in education. Our analysis of the data reveals that social media may be a potential tool, but that not all fellows may uniformly accept social media tools in the classroom, and their motivations for use are primarily for interactive and informative purposes. If social media is used, its use should align with these motivations. Certain tools are seen as more valuable in enhancing education - fellows have the most understanding and use of messaging apps, social networking and video content/sharing. Lastly, barriers to use are concerns of privacy and unprofessionalism.
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