Natasha S Hinwood, Maire-Brid Casey, Catherine Doody, Catherine Blake, Brona M Fullen, Gráinne O'Donoghue, Colin G Dunlevy, Susie Birney, Fionnuala Fildes, Keith M Smart
The experiences of people living with obesity and chronic pain: A Qualitative Evidence Synthesis (QES) protocol
PloS one
medical nursing allied health students professionals using online environments social media communicate share information however difficulty differentiating professional personal roles behave inappropriately online better education training may help prevent issues arising identify synthesise literature educating healthcare students practitioners digital professionalism social media four databases ie cinahl eric medline pubmed searched using relevant terms five hundred twentytwo articles found screened data extraction critical appraisal conducted analysis followed braun clarkes six phases thematic analysis eleven studies included review digital professionalism taught across medicine nursing allied health education using number pedagogical approaches including traditional facetoface teaching well fully online blended methods impact learning centred acquiring knowledge communicating appropriately social media appeared change students practitioners behaved online improving confidence information literacy developing delivering education digital professionalism tended affected amount time faculty trainers create curricula organise deliver teaching support students clinicians design online platform seemed important functionality others allowing greater interaction appeared keep learners engaged review provides first synthesis literature educating medical nursing allied health professions digital professionalism social media results identify potential issues knowledge gaps highlight implications future educational interventions recommendations include setting clear boundaries pedagogical instructions understanding applying privacy settings online utilising cocreation approaches students practitioners improve quality health education