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首页> 外文期刊>JMIR medical education. >Attitudes of Health Professional Educators Toward the Use of Social Media as a Teaching Tool: Global Cross-Sectional Study
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Attitudes of Health Professional Educators Toward the Use of Social Media as a Teaching Tool: Global Cross-Sectional Study

机译：卫生专业教育工作者对使用社交媒体作为教学工具的态度：全球跨领域研究

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Background: The use of social media in health education has witnessed a revolution within the past decade. Students have already adopted social media informally to share information and supplement their lecture-based learning. Although studies show comparable efficacy and improved engagement when social media is used as a teaching tool, broad-based adoption has been slow and the data on barriers to uptake have not been well documented. Objective: The objective of this study was to assess attitudes of health educators toward social media use in education, examine differences between faculty members who do and do not use social media in teaching practice, and determine contributing factors for an increase in the uptake of social media. Methods: A cross-sectional Web-based survey was disseminated to the faculty of health professional education departments at 8 global institutions. Respondents were categorized based on the frequency of social media use in teaching as “users” and “nonusers.” Users sometimes, often, or always used social media, whereas nonusers never or rarely used social media. Results: A total of 270 health educators (52.9%, n=143 users and 47.0%, n=127 nonusers) were included in the survey. Users and nonusers demonstrated significant differences on perceived barriers and potential benefits to the use of social media. Users were more motivated by learner satisfaction and deterred by lack of technology compatibility, whereas nonusers reported the need for departmental and skill development support. Both shared concerns of professionalism and lack of evidence showing enhanced learning. Conclusions: The majority of educators are open-minded to incorporating social media into their teaching practice. However, both users and nonusers have unique perceived challenges and needs, and engaging them to adapt social media into their educational practice will require previously unreported approaches. Identification of these differences and areas of overlap presents opportunities to determine a strategy to increase adoption.
机译：背景：在过去十年中，在健康教育中使用社交媒体见证了一场革命。学生们已经非正式地采用社交媒体来共享信息并补充他们的基于讲座的学习。尽管当使用社交媒体作为教学工具时，研究显示出可比的功效并提高了参与度，但广泛采用该技术的速度很慢，并且关于吸收障碍的数据还没有得到很好的记录。目的：本研究的目的是评估健康教育者对教育中使用社交媒体的态度，研究在教学实践中使用和不使用社交媒体的教职员工之间的差异，并确定促进社交媒体吸收的因素媒体。方法：将基于网络的横断面调查资料分发给8个全球机构的卫生专业教育部门。根据在教学中使用社交媒体的频率将受访者分为“用户”和“非用户”。用户有时或经常使用社交媒体，而非用户则从未使用或很少使用社交媒体。结果：总共包括270名健康教育者（52.9％，n = 143位使用者和47.0％，n = 127位非使用者）。用户和非用户在使用社交媒体的感知障碍和潜在收益方面表现出显着差异。用户对学习者的满意度更有动力，而由于缺乏技术兼容性而受阻，而非用户则表示需要部门和技能开发支持。双方都对专业精神表示关注，缺乏证据表明学习能力得到了提高。结论：大多数教育者都开放思想将社交媒体纳入他们的教学实践。但是，用户和非用户都面临独特的挑战和需求，要让他们适应社交媒体以适应其教育实践，将需要以前未报道的方法。对这些差异和重叠区域的识别为确定增加采用率的策略提供了机会。

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