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10.2196/25892 http://scihub22266oqcxt.onion/10.2196/25892 33755578!8043144!33755578     free     free     free Warning: file_get_contents(https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&id=33755578&cmd=llinks): Failed to open stream: HTTP request failed! 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Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review |pdf=|usr=}}{{33755578}} gab.com Text Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review JO: JMIR Med Educ http://www.kidney.de/pget.php?&tw=1&pmid=33755578 #FOAvip BACKGROUND: The COVID-19 pandemic has brought virtual web-based learning to the forefront of medical education as training programs adapt to physical distancing challenges while maintaining the rigorous standards of medical training. Social media has unique and partially untapped potential to supplement formal medical education. OBJECTIVE: The aim of this review is to provide a summary of the incentives, applications, challenges, and pitfalls of social media-based medical education for both trainees and educators. METHODS: We performed a literature review via PubMed of medical research involving social media platforms, including Facebook, Twitter, Instagram, YouTube, WhatsApp, and podcasts. Papers were reviewed for inclusion based on the integrity and power of the study. RESULTS: The unique characteristics of social media platforms such as Facebook, Twitter, Instagram, YouTube, WhatsApp, and podcasts endow them with unique communication capabilities that serve different educational purposes in both formal and informal education settings. However, contemporary medical education curricula lack widespread guidance on meaningful use, application, and deployment of social media in medical education. CONCLUSIONS: Clinicians and institutions must evolve to embrace the use of social media platforms for medical education. Health care professionals can approach social media engagement in the same ethical manner that they would with patients in person; however, health care institutions ultimately must enable their health care professionals to achieve this by enacting realistic social media policies. Institutions should appoint clinicians with strong social media experience to leadership roles to spearhead these generational and cultural changes. Further studies are needed to better understand how health care professionals can most effectively use social media platforms as educational tools. Ultimately, social media is here to stay, influencing lay public knowledge and trainee knowledge. Clinicians and institutions must embrace this complementary modality of trainee education and champion social media as a novel distribution platform that can also help propagate truth in a time of misinformation, such as the COVID-19 pandemic. Twit Text FOAVip Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review ????JMIR Med Educ http://www.kidney.de/pget.php?&tw=1&pmid=33755578 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=33755578 #FOAvip English Wikipedia <ref>{{Cite pmid|33755578}}</ref> Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review #MMPMID33755578 Katz M; Nandi N JMIR Med Educ 2021[Apr]; 7 (2): e25892 PMID33755578show ga BACKGROUND: The COVID-19 pandemic has brought virtual web-based learning to the forefront of medical education as training programs adapt to physical distancing challenges while maintaining the rigorous standards of medical training. Social media has unique and partially untapped potential to supplement formal medical education. OBJECTIVE: The aim of this review is to provide a summary of the incentives, applications, challenges, and pitfalls of social media-based medical education for both trainees and educators. METHODS: We performed a literature review via PubMed of medical research involving social media platforms, including Facebook, Twitter, Instagram, YouTube, WhatsApp, and podcasts. Papers were reviewed for inclusion based on the integrity and power of the study. RESULTS: The unique characteristics of social media platforms such as Facebook, Twitter, Instagram, YouTube, WhatsApp, and podcasts endow them with unique communication capabilities that serve different educational purposes in both formal and informal education settings. However, contemporary medical education curricula lack widespread guidance on meaningful use, application, and deployment of social media in medical education. CONCLUSIONS: Clinicians and institutions must evolve to embrace the use of social media platforms for medical education. Health care professionals can approach social media engagement in the same ethical manner that they would with patients in person; however, health care institutions ultimately must enable their health care professionals to achieve this by enacting realistic social media policies. Institutions should appoint clinicians with strong social media experience to leadership roles to spearhead these generational and cultural changes. Further studies are needed to better understand how health care professionals can most effectively use social media platforms as educational tools. Ultimately, social media is here to stay, influencing lay public knowledge and trainee knowledge. Clinicians and institutions must embrace this complementary modality of trainee education and champion social media as a novel distribution platform that can also help propagate truth in a time of misinformation, such as the COVID-19 pandemic. äSocial Media and Medical Education in the Context of the COVID-19 Pand(epmc).pdf DeepDyve Pubget Overpricing