1,001
Views
0
CrossRef citations to date
0
Altmetric
Qualitative Research Report

“A great tool to open your eyes”: new graduate physiotherapists’ perceptions and use of social media for learning

, BPhty (Hons), , BPhty (Hons), , BPhty (Hons), PhD, , (Hons), PT, PhD & , (Hons), PhD, PT
Received 22 Feb 2023, Accepted 21 Jun 2023, Published online: 03 Jul 2023

References

  • Aichner T, Grünfelder M, Maurer O, Jegeni D 2020 Twenty-five years of social media: A review of social media applications and definitions from 1994 to 2019. Cyberpsychology, Behavior, and Social Networking 24: 215–222. 10.1089/cyber.2020.0134.
  • Ansari J, Khan N 2020 Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments 7: 9. 10.1186/s40561-020-00118-7.
  • Australian Physiotherapy Association 2022 What is physio? Physiotherapists help improve quality of life. https://choose.physio/what-is-physio.
  • Bacopanos E, Edgar S 2016 Identifying the factors that affect the job satisfaction of early career Notre Dame graduate physiotherapists. Australian Health Review 40: 538–543. 10.1071/AH15124.
  • Bennett L, Grimsley A, Grimsley L, Rodd J 2017 The gap between nursing education and clinical skills. ABNF Journal 28: 96–102.
  • Booth RG 2015 Happiness, stress, a bit of vulgarity, and lots of discursive conversation: A pilot study examining nursing students’ tweets about nursing education posted to Twitter. Nurse Education Today 35: 322–327. 10.1016/j.nedt.2014.10.012.
  • Bruguera C, Guitert M, Romeu T 2019 Social media and professional development: A systematic review. Research in Learning Technology 27: 2286. 10.25304/rlt.v27.2286.
  • Cadorin L, Bagnasco A, Rocco G, Sasso L 2014 An integrative review of the characteristics of meaningful learning in healthcare professionals to enlighten educational practices in health care. Nursing Open 1: 3–14. 10.1002/nop2.3.
  • Carmona-Barrientos I, Gala-León F, Lupiani-Giménez M, Cruz-Barrientos A, Lucena-Anton D, Moral-Munoz J 2020 Occupational stress and burnout among physiotherapists: A cross-sectional survey in Cadiz (Spain). Human Resources for Health 18: 91. 10.1186/s12960-020-00537-0.
  • Chan W, Leung A 2018 Use of social network sites for communication among health professionals: Systematic review. Journal of Medical Internet Research 20: e117. 10.2196/jmir.8382.
  • Chipchase L, Williams M, Robertson V 2008 Preparedness of new graduate Australian physiotherapists in the use of electrophysical agents. Physiotherapy 94: 274–280. 10.1016/j.physio.2008.09.003.
  • Chretien K, Azar J, Kind T 2011 Physicians on Twitter. JAMA 305: 566–568.
  • Chu S 2020 Learning theories and social media. In: Chu S Ed. Social Media Tools in Experiential Internship Learning, pp. 47–57. Singapore: Springer. 10.1007/978-981-15-1560-6_4.
  • Cohen D, Crabtree B 2006 Qualitative research guidelines project. http://www.qualres.org/.
  • Coughlin S, Roberts D, O’Neill K, Brooks P 2018 Looking to tomorrow’s healthcare today: A participatory health perspective. Internal Medicine Journal 48: 92–96. 10.1111/imj.13661.
  • Dawson J 2010 Doctors join patients in going online for health information. New Media Age 7: 596–615.
  • De Gagne J, Yamane S, Conklin J, Chang J, Kang H 2018 Social media use and cybercivility guidelines in U.S. nursing schools: A review of websites. Journal of Professional Nursing 34: 35–41. 10.1016/j.profnurs.2017.07.006.
  • DeJonckheere M, Vaughn L 2019 Semistructured interviewing in primary care research: A balance of relationship and rigour. Family Medicine and Community Health 7: e000057. 10.1136/fmch-2018-000057.
  • De Leo G, LeRouge C, Ceriani C, Niederman F 2006 Websites most frequently used by physician for gathering medical information. AMIA Annual Symposium Proceedings 2006, Washington, DC: 902.
  • Depala N, Greene G 2016 Social media in physiotherapy undergraduate education: Who’s tweeting? Physiotherapy 102: e104. 10.1016/j.physio.2016.10.110.
  • D’Souza F, Shah S, Oki O, Scrivens L, Guckian J 2021 Social media: Medical education’s double-edged sword. Future Healthcare Journal 8: e307–e310. 10.7861/fhj.2020-0164.
  • Fahimi F 2018 Social media: An innovative and effective tool for educational and research purposes of the pharmaceutical and medical professionals. Iranian Journal of Pharmaceutical Research 17: 801–803.
  • Farsi D 2021 Social media and health care, Part I: Literature review of social media use by health care providers. Journal of Medical Internet Research 23: e23205. 10.2196/23205.
  • Flynn L, Jalali A, Moreau K 2015 Learning theory and its application to the use of social media in medical education. Postgraduate Medical Journal 91: 556. 10.1136/postgradmedj-2015-133358.
  • Hayward L, Black L, Mostrom E, Jensen G, Ritzline P, Perkins J 2013 The first two years of practice: A longitudinal perspective on the learning and professional development of promising novice physical therapists. Physical Therapy 93: 369–383. 10.2522/ptj.20120214.
  • Health Workforce Australia 2014 Australia’s health workforce series - physiotherapists in focus. https://www.health.gov.au/health-topics/health-workforce.
  • Hennessy C, Smith C, Greener S, Ferns G 2019 Social media guidelines: A review for health professionals and faculty members. The Clinical Teacher 16: 442–447. 10.1111/tct.13033.
  • Ignacimuthu L, Kumar M 2020 Theories of social media and learning: A study on the use of social media by undergraduate students. In: Nagarajan S Mohanasundaram R Eds, Innovations and technologies for soft skill development and learning, pp. 142–154. IGI Global. 10.4018/978-1-7998-3464-9.ch017.
  • Ikenwilo D, Skåtun D 2014 Perceived need and barriers to continuing professional development among doctors. Health Policy 117: 195–202. 10.1016/j.healthpol.2014.04.006.
  • Kapoor K, Tamilmani K, Rana P, Patil P, Dwivedi K, Nerur S 2018 Advances in social media research: Past, present and future. Information Systems Frontiers 20: 531–558. 10.1007/s10796-017-9810-y.
  • Kind T, Genrich G, Sodhi A, Chretien K 2010 Social media policies at US medical schools. Medical Education Online 15: 5324. 10.3402/meo.v15i0.5324.
  • Lao A, Wilesmith S, Forbes R 2022 Exploring the workplace mentorship needs of new graduate physiotherapists: A qualitative study. Physiotherapy Theory and Practice 38: 2160–2169. 10.1080/09593985.2021.1917023.
  • Latkin C, Mai N, Ha T, Sripaipan T, Zelaya C, Le Minh N, Morales G, Go V 2016 Social desirability response bias and other factors that may influence self-reports of substance use and HIV risk behaviors: A qualitative study of drug users in Vietnam. AIDS Education and Prevention 28(5): 417–425. 10.1521/aeap.2016.28.5.417.
  • Lave J, Wenger E 1991 Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Leahy E, Chipchase L, Blackstock F 2017 Which learning activities enhance physiotherapy practice? A systematic review protocol of quantitative and qualitative studies. Systematic Reviews 6: 83. 10.1186/s13643-017-0475-x.
  • Machete P, Turpin M 2020 The use of critical thinking to identify fake news: A systematic literature review. Responsible Design, Implementation and Use of Information and Communication Technology 12067: 235–246.
  • Maloney S, Tunnecliff J, Morgan P, Gaida J, Clearihan L, Sadasivan S, Davies D, Ganesh S, Mohanty P, Weiner J, et al. 2015 Translating evidence into practice via social media: A mixed-methods study. Journal of Medical Internet Research 17: e242. 10.2196/jmir.4763.
  • Marks A, McIntosh J 2006 Achieving meaningful learning in health information management students: The importance of professional experience. Health Information Management Journal 35: 14–22. 10.1177/183335830603500205.
  • Mertes L 1991 Thinking and writing. Middle School Journal 22: 24–25. 10.1080/00940771.1991.11496002.
  • Meyer K 2010 A comparison of Web 2.0 tools in a doctoral course. The Internet and Higher Education 13: 226–232. 10.1016/j.iheduc.2010.02.002.
  • Milošević I, Živković D, Arsić S, Manasijević D 2015 Facebook as virtual classroom – social networking in learning and teaching among Serbian students. Telematics and Informatics 32: 576–585. 10.1016/j.tele.2015.02.003.
  • Morosoli S, Van Aelst P, Humprecht E, Staender A, Esser F 2022 Identifying the drivers behind the dissemination of online misinformation: A study on political attitudes and individual characteristics in the context of engaging with misinformation on social media. American Behavioral Scientist: 000276422211183. https://doi.org/10.1177/00027642221118300.
  • Naderifar M, Goli H, Ghaljaei F 2017 Snowball sampling: A purposeful method of sampling in qualitative research. Strides in Development of Medical Education 14: e67670. 10.5812/sdme.67670.
  • Nagi-Watkins S, Carpenter C 2016 Undergraduate physiotherapists’ use of social media for learning: A qualitative exploration. Physiotherapy 102: e149. 10.1016/j.physio.2016.10.172.
  • Novick G 2008 Is there a bias against telephone interviews in qualitative research? Research in Nursing and Health 31: 391–398. 10.1002/nur.20259.
  • Oliver R, Herrington J 2000 Using situated learning as a design strategy for web-based learning. In: Abbey B (Ed) Instructional and cognitive impacts of web-based education, pp. 178–191. ‎ IGI Global.
  • Panahi S, Watson J, Partridge H 2014 Social media and physicians: Exploring the benefits and challenges. Health Informatics Journal 22: 99–112. 10.1177/1460458214540907.
  • Pander T, Pinilla S, Dimitriadis K, Fischer M 2014 The use of Facebook in medical education: A literature review. GMS Journal for Medical Education 31: 33.
  • Pessoa A, Harper E, Santos I, Gracino M 2019 Using reflexive interviewing to foster deep understanding of research participants’ perspectives. International Journal of Qualitative Methods 18: 1609406918825026. 10.1177/1609406918825026.
  • Pettersson A, Bolander Laksov K, Fjellström M 2015 Physiotherapists’ stories about professional development. Physiotherapy Theory and Practice 31: 396–402. 10.3109/09593985.2015.1024804.
  • Pizzuti A, Patel K, McCreary E, Heil E, Bland C, Chinaeke E, Love B, Bookstaver B, Houwink EJF 2020 Healthcare practitioners’ views of social media as an educational resource. PLoS One 15: e0228372. 10.1371/journal.pone.0228372.
  • Rose-Wiles L 2018 Reflections on fake news, librarians, and undergraduate research. Reference and User Services Quarterly 57: 200–204. 10.5860/rusq.57.3.6606.
  • Scott N, Goode D 2020 The use of social media (some) as a learning tool in healthcare education: An integrative review of the literature. Nurse Education Today 87: 104357. 10.1016/j.nedt.2020.104357.
  • Stevens B, Wade D 2017 Improving continuing professional development opportunities for radiographers: A single centre evaluation. Radiography 23: 112–116. 10.1016/j.radi.2016.12.001.
  • Stoikov S, Maxwell L, Butler J, Shardlow K, Gooding M, Kuys S 2022 The transition from physiotherapy student to new graduate: Are they prepared? Physiotherapy Theory and Practice 38: 101–111. 10.1080/09593985.2020.1744206.
  • Sturges J, Hanrahan K 2004 Comparing telephone and face-to-face qualitative interviewing: A research note. Qualitative Research 4: 107–118. 10.1177/1468794104041110.
  • Sturman N, Tan Z, Turner J 2017 “A steep learning curve”: Junior doctor perspectives on the transition from medical student to the health-care workplace. BMC Medical Education 17: 92. 10.1186/s12909-017-0931-2.
  • Thomas D 2006 A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation 27: 237–246. 10.1177/1098214005283748.
  • Ventola C 2014 Social media and health care professionals: Benefits, risks, and best practices. Pharmacy and Therapeutics 39: 491–520.
  • Wilkinson A, Ashcroft J 2019 Opportunities and obstacles for providing medical education through social media. JMIR Medical Education 5: e15297. 10.2196/15297.
  • Zhao C, Pandian A, Singh M 2016 Instructional strategies for developing critical thinking in EFL classrooms. English Language Teaching 9: 14–21. 10.5539/elt.v9n10p14.
  • Zou Y, Almond A, Forbes R 2021 Professional development needs and decision-making of new graduate physiotherapists within Australian private practice settings. Physiotherapy Theory and Practice 39: 317–327. 10.1080/09593985.2021.2007559.