Background

Medical, nursing, and allied health students, and professionals are using online environments such as social media to communicate and share information. However, some have difficulty differentiating between their professional and personal roles and can behave inappropriately online. Better education and training may help prevent these issues from arising.

Objective

Identify and synthesise literature on educating healthcare students and practitioners about digital professionalism on social media.

Method

Four databases i.e., CINAHL, ERIC, MEDLINE and PubMed were searched using relevant terms. Five hundred and twenty-two articles were found and screened. Data extraction and critical appraisal were conducted. Analysis followed Braun and Clarke’s six phases of thematic analysis.

Results

Eleven studies were included in the review. Digital professionalism was taught across medicine, nursing, and allied health education using a number of pedagogical approaches including traditional face-to-face teaching, as well as fully online, and blended methods. Its impact on learning centred on acquiring knowledge about communicating appropriately on social media which appeared to change how some students and practitioners behaved online, while improving confidence and information literacy. Developing and delivering education on digital professionalism tended to be affected by the amount of time faculty and trainers had to create curricula, organise and deliver teaching, and support students and clinicians. The design of the online platform seemed to be important as some had more functionality than others, allowing for greater interaction, which appeared to keep learners engaged.

Discussion and conclusion

This review provides the first synthesis of literature on educating the medical, nursing, and allied health professions on digital professionalism on social media. The results identify potential issues, knowledge gaps, and highlight implications for future educational interventions. Recommendations include setting clear boundaries and pedagogical instructions, understanding and applying privacy settings online, and utilising co-creation approaches with students and practitioners to improve the quality of health education.

中文翻译：

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社交媒体上的数字专业化：医疗、护理和相关健康教育文献的叙述性评论

背景

医学、护理和相关健康专业的学生和专业人士正在使用社交媒体等在线环境来交流和共享信息。然而，有些人难以区分他们的职业角色和个人角色，并且可能在网上行为不当。更好的教育和培训可能有助于防止出现这些问题。

客观的

识别和综合有关在社交媒体上教育医疗保健学生和从业人员有关数字专业知识的文献。

方法

使用相关术语搜索了四个数据库，即 CINAHL、ERIC、MEDLINE 和 PubMed。找到并筛选了 522 篇文章。进行了数据提取和批判性评价。分析遵循布劳恩和克拉克的主题分析的六个阶段。

结果

该评价纳入了 11 项研究。在医学、护理和相关健康教育中教授数字专业知识，使用多种教学方法，包括传统的面对面教学，以及完全在线和混合的方法。它对学习的影响集中在获取有关在社交媒体上进行适当交流的知识，这似乎改变了一些学生和从业者的在线行为，同时提高了信心和信息素养。开发和提供数字专业教育往往会受到教师和培训师创建课程、组织和提供教学以及支持学生和临床医生所需时间的影响。在线平台的设计似乎很重要，因为有些平台的功能比其他平台多，允许更多的互动，

讨论与结论

这篇综述提供了关于在社交媒体上对医疗、护理和相关卫生专业人员进行数字专业教育的第一篇文献综合。结果确定了潜在的问题、知识差距，并突出了对未来教育干预的影响。建议包括设定明确的界限和教学指导，了解和应用在线隐私设置，以及利用与学生和从业者的共同创造方法来提高健康教育的质量。