Abstract：
Social media may promote knowledge sharing but what users do with the new knowledge and how it may influence practice remains to be known. This exploratory study used a social constructivist lens to understand how health professions educators and researchers integrate knowledge from social media into their respective practices. We purposively sampled health professions educators and researchers using the hashtags #MedEd, #HPE, and #HealthProfessionsEducation on Twitter/X. We obtained informed consent, conducted interviews via videoconference, and engaged in multiple cycles of deductive and inductive coding and analysis. Participants identified as educators and researchers (n = 12), as researchers (n = 1), or as educators (n = 1) from Canada (n = 8), the United States (n = 3), and Switzerland, Ireland, and China (n = 1, respectively). Eight participants actively used social media (i.e., creating/posting original content); six participants indicated passive use (i.e., reading/retweeting content). They discussed the importance of crafting a consumable message and social media identity to streamline the content shared. Social media\'s accessible, non-hierarchical nature may facilitate knowledge-sharing, whereas the potential spread of misinformation and technological requirements (e.g., internet access, country-specific restrictions on platforms) present barriers to uptake. Participants described using knowledge gained from social media as teaching tools, new research methodologies, new theoretical frameworks, and low-risk clinical interventions. Previous research has demonstrated how social media has empirically been used for diffusion or dissemination rather than as an active process of evidence uptake. Using knowledge translation frameworks, like the Knowledge to Action or Theoretical Domains frameworks, to inform social media-based knowledge sharing activities in health professions education is recommended.
摘要：
社交媒体可能会促进知识共享，但用户如何使用新知识以及它如何影响实践仍有待了解。这项探索性研究使用社会建构主义的视角来了解健康专业教育者和研究人员如何将社交媒体的知识整合到各自的实践中。我们使用#MedEd标签对健康专业教育者和研究人员进行了有目的地抽样，#HPE,和#HealthProfessionsEducation在Twitter/X.我们获得了知情同意书,通过视频会议进行采访，并从事多个周期的演绎和归纳编码和分析。参与者被确定为教育工作者和研究人员(n=12)，作为研究人员(n=1)，或作为加拿大的教育工作者(n=1)(n=8)，美国（n=3）瑞士,爱尔兰,和中国（分别为n=1）。八名参与者积极使用社交媒体(即，创建/发布原创内容)；六名参与者表示被动使用(即阅读/转发内容)。他们讨论了制作可消费消息和社交媒体身份以简化共享内容的重要性。社交媒体可访问，非等级性质可以促进知识共享，而错误信息和技术要求的潜在传播(例如，互联网接入,特定国家对平台的限制)构成了吸收的障碍。参与者描述了使用从社交媒体获得的知识作为教学工具，新的研究方法，新的理论框架，和低风险的临床干预措施。以前的研究已经证明了社交媒体是如何在经验上被用于传播或传播的，而不是作为一个积极的证据吸收过程。使用知识翻译框架，像知识到行动或理论领域框架，建议在卫生专业教育中进行基于社交媒体的知识共享活动。
