#any use? What do we know about how teachers and doctors learn through social media use?

Alison Fox, Terese Bird

Abstract


Abstract
This scoping literature review describes the landscape of recent publications
(2007-2016) about how teachers and doctors learn through social media to
identify whether learning was being considered and, if so, how evidence
was collected (N=162). Sixty-seven percent (N=108) were teacher-related
and thirty-three percent (N=54) doctor-related, covering empirical studies,
literature reviews, position articles and letters to academic journals. Empirical
studies were dominant – ninety-one percent (N=98) of teacher-related and
sixty-one percent (N=33) of doctor-related – with both fi elds dominated
by in-course evaluations and use/attitude studies. Although doctor-related
articles focused on professional online behaviour, rather than professional
learning, conference communication and information evaluation were
interesting areas of enquiry. Despite professional interest in social media in
these professions, there is a dearth of academic studies about their benefi ts
for teacher and doctor learning.

 


Parole chiave


social media; professional learning; medical education; teacher education

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