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首页> 外文期刊>JMIR medical education. >Developing a Curriculum to Promote Professionalism for Medical Students Using Social Media: Pilot of a Workshop and Blog-Based Intervention
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Developing a Curriculum to Promote Professionalism for Medical Students Using Social Media: Pilot of a Workshop and Blog-Based Intervention

机译：制定课程以使用社交媒体促进医学生的职业素养：研讨会和基于博客的干预措施的试点

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Background: As the use of social media (SM) tools becomes increasingly widespread, medical trainees need guidance on applying principles of professionalism to their online behavior. Objective: To develop a curriculum to improve knowledge and skills regarding professionalism of SM use by medical students. Methods: This project was conducted in 3 phases: (1) a needs assessment was performed via a survey of medical students regarding SM use, rationale for and frequency of use, and concerns; (2) a workshop-format curriculum was designed and piloted for preclinical students to gain foundational knowledge of online professionalism; and (3) a complementary longitudinal SM-based curriculum was designed and piloted for clinical students to promote both medical humanism and professionalism. Results: A total of 72 medical students completed the survey (response rate 30%). Among the survey respondents, 71/72 (99%) reported visiting social networking sites, with 55/72 (76%) reporting daily visits. Privacy of personal information (62/72, 86%) and mixing of personal/professional identities (49/72, 68%) were the students’ most commonly endorsed concerns regarding SM use. The workshop-format curriculum was evaluated qualitatively via participant feedback. Of the 120 students who participated in the workshop, 91 completed the post workshop evaluation (response rate 76%), with 56 positive comments and 54 suggestions for improvement. The workshop was experienced by students as enjoyable, thought provoking, informative, and relevant. Suggestions for improvement included adjustments to timing, format, and content of the workshop. The SM-based curriculum was evaluated by a small-scale pilot of 11 students, randomized to the intervention group (participation in faculty-moderated blog) or the control group. Outcomes were assessed quantitatively and qualitatively via personal growth scales, participant feedback, and analysis of blog themes. There was a trend toward improvement in total personal growth scores among those students in the blog group from 3.65 (0.47) to 4.11 (0.31) (mean [SD]) with no change observed for the students in the control group (3.89 [0.11] before and after evaluation). Themes relevant to humanism and professionalism were observed in the blog discussion. Conclusions: Most medical students surveyed reported using SM and identified privacy and personal-professional boundaries as areas of concern. The workshop format and SM-based curricula were well-received by students whose formative feedback will inform the refinement and further development of efforts to promote professionalism among medical students.
机译：背景：随着社交媒体（SM）工具的使用日益广泛，医学培训生需要在将专业原则应用于其在线行为方面获得指导。目的：开发课程，以提高医学生对SM使用的专业性的了解和技能。方法：该项目分三个阶段进行：（1）通过对医学生进行有关SM使用，使用理由和频率以及关注的调查，进行需求评估; （2）为临床前学生设计并试行了研讨会形式的课程，以获取在线专业知识的基础知识; （3）针对临床学生设计并试行了基于纵向SM的补充课程，以促进医学人文精神和专业精神。结果：共有72名医学生完成了调查（答复率为30％）。在调查的受访者中，有71/72（99％）表示访问了社交网站，而55/72（76％）表示每天访问。个人信息的隐私（62/72，86％）和个人/专业身份的混合使用（49/72，68％）是学生最普遍认可的关于SM使用的担忧。研讨会形式的课程通过参与者的反馈进行了定性评估。在参加研讨会的120名学生中，有91名完成了研讨会后评估（回答率为76％），其中有56条正面评论和54条改进建议。学生们体验了该研讨会的乐趣，发人深省，信息丰富和相关性。改进建议包括调整研讨会的时间，形式和内容。基于SM的课程由11名学生的小规模飞行员进行评估，随机分为干预组（参加教师主持的博客）或对照组。通过个人成长量表，参与者反馈和博客主题分析对结果进行定量和定性评估。博客组中的这些学生的总个人成长得分呈增长趋势，从3.65（0.47）提高到4.11（0.31）（平均值[SD]），而对照组的学生则没有变化（3.89 [0.11]）评估前后）。在博客讨论中观察到与人本主义和专业精神有关的主题。结论：大多数接受调查的医学生报告称使用SM，并将隐私和个人专业界限确定为关注的领域。讲习班形式和基于SM的课程深受学生的欢迎，他们的形成性反馈将为在医学生中促进专业精神的努力的完善和进一步发展提供信息。

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