Erosion of Digital Professionalism During Medical Students’ Core Clinical Clerkships
Open accessAbstract
BACKGROUND: The increased use of social media, cloud computing, and mobile devices has led to the emergence of guidelines and novel teaching efforts to guide students toward the appropriate use of technology. Despite this, violations of professional conduct are common. OBJECTIVE: We sought to explore professional behaviors specific to appropriate use of technology by looking at changes in third-year medical students' attitudes and behaviors at the beginning and conclusion of their clinical clerkships. METHODS: After formal teaching about digital professionalism, we administered a survey to medical students that described 35 technology-related behaviors and queried students about professionalism of the behavior (on a 5-point Likert scale), observation of others engaging in the behavior (yes or no), as well as personal participation in the behavior (yes or no). Students were resurveyed at the end of the academic year. RESULTS: Over the year, perceptions of what is considered acceptable behavior regarding privacy, data security, communications, and social media boundaries changed, despite formal teaching sessions to reinforce professional behavior. Furthermore, medical students who observed unprofessional behaviors were more likely to participate in such behaviors. CONCLUSIONS: Although technology is a useful tool to enhance teaching and learning, our results reflect an erosion of professionalism related to information security that occurred despite medical school and hospital-based teaching sessions to promote digital professionalism. True alteration of trainee behavior will require a cultural shift that includes continual education, better role models, and frequent reminders for faculty, house staff, students, and staff.
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One study did not find a positive correlation between educational interventions and the impact on e-professionalism among students.
“One study did not find a positive correlation between educational interventions and the impact on e-professionalism among students [55].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [55]
The Discussion (Teaching and Modeling Digital Professionalism; page unavailable) says isolated teaching sessions were not sufficient to sustain students’ perceptions and behaviors, supporting the claim’s general point. But the Methods (Study Design, Participants, and Setting; page unavailable) describe no correlation analysis between educational interventions and e-professionalism outcomes; the correlation assessed was between observing and participating in unprofessional behaviors. (LLM, conf=0.86)
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 [55]
The Methods (Study Design, Participants, and Setting; page unavailable) describe educational sessions on digital professionalism, and the Discussion (Teaching and Modeling Digital Professionalism; page unavailable) interprets the findings as showing that isolated sessions did not sustain professional perceptions and behaviors. The paper discusses written policies but does not evaluate the impact of an existing social media policy. It is one study, not evidence on its own that numerous studies explored such interventions. (LLM, conf=0.84)
Experimental — accuracy not yet measuredMedical students who observed unprofessional behaviors were more likely to participate in such behaviors.
“Furthermore, medical students who observed unprofessional behaviors were more likely to participate in such behaviors [55], and the phenomenon of “distancing” was described among nursing students, while the existence of unwise posting on SNSs was widely acknowledged, students tended to attribute such behavior to others [43].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [55]
Isolated sessions on professionalism are not sufficient to sustain perceptions and behaviors of professionalism.
“Findings of this study suggest that isolated sessions on professionalism are not sufficient to sustain perceptions and behaviors of professionalism.”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [55]
Results reflect an erosion of professionalism related to information security that occurred despite medical school and hospital-based teaching sessions to promote digital professionalism.
“Their results reflect an erosion of professionalism related to information security that occurred despite medical school and hospital-based teaching sessions to promote digital professionalism.”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [55]
True alteration of trainee behavior will require a cultural shift that includes continual education; better role models; and frequent reminders for faculty, house staff, students, and staff.
“According to Mostaghimi et al’s [55] study, true alteration of trainee behavior will require a cultural shift that includes continual education; better role models; and frequent reminders for faculty, house staff, students, and staff.”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [55]
Surveys that captured students' self-report of posted unprofessional behavior reported witnessing the investigated examples with varying frequencies.
“Surveys that captured students’ self-report of posted unprofessional behavior (eg, evidence of being intoxicated, illegal drug use, posting patient information, sharing clinical images inappropriately, and depictions of an illegal act) reported witnessing the investigated examples with varying frequencies [32,42,43,55,59,62,64,73,114,118].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [55]
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- Authors
- Mostaghimi, A., Olszewski, A. E., Bell, S. K., Roberts, D. H., & Crotty, B. H.
- Affiliations
- Brigham and Women's Hospital (US)
- Seattle Children's Hospital (US)
- Medical College of Wisconsin (US)
- Corresponding author
- Mostaghimi, Arash
- Venue
- JMIR Medical Education
- Publisher
- JMIR Publications Inc.
- Published
- 2017-05-03
- Volume
- 3
- Issue
- 1
- Pages
- e9
- ISSN
- 2369-3762 (ISSN-L)
- PMC
- PMC5438450
- OpenAlex
- W2611830038
- Cited by
- 40
- References
- 27
- Citations by year
- 2026: 4 · 2024: 2 · 2023: 5 · 2022: 6 · 2021: 8 · 2020: 5 · 2019: 7 · 2018: 2 · 2017: 1
- FWCI
- 4.56
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- JMIR Medical Education (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Digital Access to Scholarship at Harvard (DASH) (Harvard University) (submittedVersion, cc-by)
- Funders
- Arnold P. Gold Foundation
- Topics
- Social Sciences › Health › Social Media in Health Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Demography › Cyberloafing and Workplace Behavior
- Keywords
- digital professionalism, medical students, clinical rotations, social media use, information security, privacy, professional conduct, medical education, role models
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