Learning medical professionalism – the application of appreciative inquiry and social media
Open accessAbstract
BACKGROUND: Medical professionalism is often considered difficult to be clearly observed and learned. However, although most medical students or residents affirm the necessity of medical professionalism courses, few agree that those currently offered are adequate for a medical career. OBJECTIVE: To develop a curriculum for teaching professionalism by enabling students to share positive examples of professionalism in social media that reflects the authentic experience in clinical environment. DESIGN: Between October 2015 and June 2017, the authors developed a clerkship program to teach professionalism with the support of social media and appreciative inquiry. Medical students were required to write posts on the positive behaviors they observed during clinical practice in the Facebook group. Other students and course instructors commented or responded to the posted content. The content on Facebook analyzed by course instructors and was based on the definition of medical professionalism according to the 18 attributes proposed by Cruess et al. Results: In total, 103 medical students in their first clinical year participated and posted 435 records of role model learning in the Facebook group. The majority of students learned the most when the clinical instructors were passionate about their teaching and guidance in medical expertise; this accounted for 23.0% of all role model behaviors. Other attributes of professionalism that students appreciated most were being caring and compassionate (17.2%), competence (9.6%), openness (8.8%), and presence (7.7%). More than 90% of the students reported enjoying this type of course and would like to integrate their learning experiences into future behavior. CONCLUSIONS: This innovative training program was well accepted in the formal curriculum and the predesigned social media environment. Appreciative inquiry for medical professionalism should be integrated into the organizational culture and the culture of social media interaction.
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In 4 studies including medical students, educational interventions were positively accepted by students and showed a positive impact on the way they view themselves and their use of social media.
“In 4 studies that included medical students as participants [46,48,60,63], educational interventions were positively accepted by students and showed a positive impact on the way they view themselves and their use of SM.”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [63]
The Results (page unavailable) report that more than 90% of the 103 medical students enjoyed the Facebook-based course and that students believed they had attained professional growth. The Discussion describes students using social media to discuss positive clinical behaviors after the course, but does not establish a broader positive change in how they use social media. This paper is one study, not evidence for the findings of all four cited studies. (LLM, conf=0.82)
Experimental — accuracy not yet measuredEffectiveness of educational interventions about e-professionalism or impact of existing social media policies has been recognized in this review, since numerous studies explored educational interventions for promoting e-professionalism.
“Effectiveness of educational interventions about e-professionalism or impact of existing SM policies has been recognized in this review, since numerous studies explored educational interventions for promoting e-professionalism [46,48,52,54,55,60,63,81,89,103].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [63]
The Discussion describes a Facebook-based course teaching medical professionalism, and the Results report that more than 90% of students enjoyed it. This supports citing the paper as an example of a social-media-supported educational intervention, but its focus was professionalism in clinical practice, not specifically e-professionalism; it did not evaluate social media policies. (LLM, conf=0.84)
Experimental — accuracy not yet measuredOf the survey studies, only about one-third had a response rate of 50% or greater, and 9 studies did not explicitly report a response rate.
“Of these survey studies, only about one-third had a response rate of 50% or greater, and 9 studies did not explicitly report a response rate [39,53,60,63,65,67,72,75,96].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [63]
Hsieh et al's study demonstrates the possibility of how social media can be used as a learning platform for professionalism, enabling students a virtual space in which to share positive examples that reflect the authentic experience in a clinical environment.
“Hsieh et al’s [63] study demonstrates the possibility of how SM can be used as a learning platform for professionalism, enabling students a virtual space in which to share positive examples that reflect the authentic experience in a clinical environment.”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [63]
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“Of these survey studies, only about one-third had a response rate of 50% or greater, and 9 studies did not explicitly report a response rate [39,53,60,63,65,67,72,75,96].”
Influential
- Authors
- Hsieh, J.-G., Kuo, L.-C., & Wang, Y.-W.
- Affiliations
- Tzu Chi University (TW)
- Corresponding author
- Wang, Ying-Wei
- Venue
- Medical Education Online
- Publisher
- Informa UK Limited
- Published
- 2019-01-01
- Volume
- 24
- Issue
- 1
- Pages
- 1586507
- ISSN
- 1087-2981 (ISSN-L)
- PMC
- PMC6407573
- OpenAlex
- W2922018352
- Cited by
- 25
- References
- 28
- Citations by year
- 2025: 1 · 2024: 6 · 2023: 4 · 2022: 4 · 2021: 5 · 2020: 3 · 2019: 2
- FWCI
- 3.22
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Medical Education Online (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Tzu Chi University
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Health › Social Media in Health Education
- Health Sciences › Medicine › Psychiatry and Mental health › Empathy and Medical Education
- Keywords
- medical professionalism, appreciative inquiry, social media, Facebook, professionalism curriculum, role models, clinical rotations, medical students, clinical instructors, organizational culture
- MeSH terms
- Professionalism, Adult, Empathy, Female, Humans, Interpersonal Relations, Learning, Male, Professional Competence, Students, Medical, Writing, Young Adult, Social Media
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