A Digital Ethnography of Medical Students who Use Twitter for Professional Development
Open accessAbstract
Background While researchers have studied negative professional consequences of medical trainee social media use, little is known about how medical students informally use social media for education and career development. This knowledge may help future and current physicians succeed in the digital age.Objective We aimed to explore how and why medical students use Twitter for professional development.Design This was a digital ethnography.Participants Medical student "superusers" of Twitter participated in the study Approach The postings ("tweets") of 31 medical student superusers were observed for 8 months (May-December 2013), and structured field notes recorded. Through purposive sampling, individual key informant interviews were conducted to explore Twitter use and values until thematic saturation was reached (ten students). Three faculty key informant interviews were also conducted. Ego network and subnetwork analysis of student key informants was performed. Qualitative analysis included inductive coding of field notes and interviews, triangulation of data, and analytic memos in an iterative process.Key results Twitter served as a professional tool that supplemented the traditional medical school experience. Superusers approached their use of Twitter with purpose and were mindful of online professionalism as well as of being good Twitter citizens. Their tweets reflected a mix of personal and professional content. Student key informants had a high number of followers. The subnetwork of key informants was well-connected, showing evidence of a social network versus information network. Twitter provided value in two major domains: access and voice. Students gained access to information, to experts, to a variety of perspectives including patient and public perspectives, and to communities of support. They also gained a platform for advocacy, control of their digital footprint, and a sense of equalization within the medical hierarchy.Conclusions Twitter can serve as a professional tool that supplements traditional education. Students' practices and guiding principles can serve as best practices for other students as well as faculty.
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Benefits of social media on e-professionalism of health care professionals can be seen as improvements of established networks or possibilities for collaboration through social media sites.
“Benefits of SM on e-professionalism of HCPs can be seen as improvements of established networks or possibilities for collaboration through SM sites [33, 34, 36, 38, 39, 44-46, 53, 69, 72, 76, 78, 79, 92, 97, 106-108, 117].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [44]
The Background (page unavailable) describes Twitter as useful for professional networking, and ‘Value for Medical Students’ reports opportunities for professional collaboration. The study concerns medical students and describes forming connections, not improvements to established networks across health care professionals generally. (LLM, conf=0.84)
Experimental — accuracy not yet measuredAlthough there exist concerns about misuse of social media and violation of e-professionalism by health care professionals, social media can also be used constructively as a tool for professional development; as a means of accessing information, marketing practices and services, job opportunities; and as a means of sharing or adding opinions on issues of interest to health care professionals and o
“Although there exist concerns about misuse of SM and violation of e-professionalism by HCPs, SM can also be used constructively as a tool for professional development; as a means of accessing information, marketing practices and services, job opportunities; and as a means of sharing or adding opinions on issues of interest to HCPs and to other like-minded individuals online [44,187].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [44]
Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
Experimental — accuracy not yet measuredTwitter, Instagram, and YouTube were specifically targeted social media/social networking sites in 7 studies.
“Twitter [38,44,80,91,110], Instagram [101], and YouTube [37] were specifically targeted SM/SNSs in 7 studies.”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [44]
A total of 11 studies conducted in-depth or semistructured interviews, and 6 studies used focus groups.
“A total of 11 studies conducted in-depth or semistructured interviews [34,36,44,49,58,65,73,76,97,104,117], and 6 studies used focus groups [45,49,58,70,112,117].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [44]
Social media is where medical students gained control of their digital footprint and a sense of equalization within the medical hierarchy.
“SM is also where they gained control of their digital footprint and a sense of equalization within the medical hierarchy.”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [44]
Chretien et al described two roles that medical students use via social media: access to information and a voice/platform for advocacy and stating attitudes and opinions.
“Chretien et al [44] describe two roles that medical students use via SM, first, as access to information and, second, as a voice, a platform for advocacy, and an opportunity to state attitudes and opinions.”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [44]
Several studies demonstrated students' use of social media for acquiring knowledge, gaining access to information from experts they otherwise could not connect with, or creating communities for supportive, professional, and social learning.
“Several studies have demonstrated students’ use of SM for acquiring knowledge, to gain access to information from experts with whom they otherwise would not be able to connect with, or for creating communities that can then be used as means for supportive, professional, and social learning [44,45,58,66].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [44]
Social media enabled creation of communities for support, allowing students to help each other in studying and interact with faculty for advice, encouragement, and virtual mentorship.
“This enables students to help each other in studying and interacting with faculty who can provide advice, encouragement, and virtual mentorship [44].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [44]
Twitter, Instagram, and YouTube were specifically targeted social media or social networking sites in 7 studies.
“Twitter [38,44,80,91,110], Instagram [101], and YouTube [37] were specifically targeted SM/SNSs in 7 studies.”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [44]
Several studies have demonstrated that students use social media for acquiring knowledge, gaining access to information from experts they otherwise could not connect with, or creating communities for supportive, professional, and social learning.
“Several studies have demonstrated students’ use of SM for acquiring knowledge, for gaining access to information from experts with whom they otherwise would not be able to connect, or for creating communities that can then be used as a means for supportive, professional, and social learning [44,45,58,66].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [44]
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- Authors
- Chretien, K. C., Tuck, M. G., Simon, M., Singh, L. O., & Kind, T.
- Affiliations
- George Washington University (US)
- Georgetown University (US)
- Children's National (US)
- Corresponding author
- Chretien, Katherine C.
- Venue
- Journal of General Internal Medicine
- Published
- 2015-05-08
- Volume
- 30
- Issue
- 11
- Pages
- 1673-1680
- ISSN
- 0884-8734 (ISSN-L)
- 1525-1497
- PMC
- PMC4617937
- OpenAlex
- W222090110
- Cited by
- 84
- References
- 32
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 15 · 2023: 5 · 2022: 6 · 2021: 12 · 2020: 13 · 2019: 7 · 2018: 5 · 2017: 8 · 2016: 4 · 2015: 3
- FWCI
- 8.28
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Journal of General Internal Medicine (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Health › Social Media in Health Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Communication › Social Media and Politics
- Keywords
- Twitter, medical students, social media use, professional development, online professionalism, medical education, digital footprint, advocacy, social networks, information networks, medical hierarchy, career development
- MeSH terms
- Anthropology, Cultural, Attitude of Health Personnel, Education, Medical, Undergraduate, Female, Humans, Interviews as Topic, Male, Students, Medical, United States, Qualitative Research, Social Media
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