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  • Curtis Gillen authors accepted manuscript JFHE March 2017

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 23/08/2017, available online: http://www.tandfonline.com/10.1080/0309877X.2017.1359503

    Accepted author manuscript, 141 KB, PDF document

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‘I don’t see myself as a 40-year-old on Facebook’: medical students’ dilemmas in developing professionalism with social media

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‘I don’t see myself as a 40-year-old on Facebook’ : medical students’ dilemmas in developing professionalism with social media. / Curtis, Fiona; Gillen, J .

In: Journal of Further and Higher Education, Vol. 43, No. 2, 07.02.2019, p. 251-262.

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@article{7c41c8d3244f42f1936751f94f1ea110,
title = "‘I don’t see myself as a 40-year-old on Facebook’: medical students’ dilemmas in developing professionalism with social media",
abstract = "Students’ development of professionalism is vital within medical education, while social media communications can blur professional and personal boundaries. In the UK advice for medical practitioners and students has been developed, advocating care in the projection of a professional identity online as offline. This study takes an academic literacies approach to a small-scale investigation of attitudes and practices of second-year medical students in a British university through a focus group and paired interview, recognising that issues of identity and power are multi-layered and complex. Use of social media focuses primarily on Facebook, where they had already begun to adapt their self-presentation. Depictions of alcohol use are a particular area of concern. The students’ reflections demonstrate professionalism in respect of care for patient confidentiality and privacy. Yet they express an ambivalent sense of a future trajectory in which continuing social media use may appear simultaneously undesirable and yet vital. A finding of considerable concern is a reluctance to challenge inappropriate online behaviour despite policy guidelines. New generations growing up with social media raise challenges and opportunities for medical education that require greater attention and the development of participatory approaches to research, increasing understanding that in turn may be beneficial for policy-makers.",
keywords = "digital professionalism, social media, Facebook, focus groups, medical education, professionalism",
author = "Fiona Curtis and J Gillen",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 23/08/2017, available online: http://www.tandfonline.com/10.1080/0309877X.2017.1359503",
year = "2019",
month = "2",
day = "7",
doi = "10.1080/0309877X.2017.1359503",
language = "English",
volume = "43",
pages = "251--262",
journal = "Journal of Further and Higher Education",
issn = "0309-877X",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - ‘I don’t see myself as a 40-year-old on Facebook’

T2 - medical students’ dilemmas in developing professionalism with social media

AU - Curtis, Fiona

AU - Gillen, J

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 23/08/2017, available online: http://www.tandfonline.com/10.1080/0309877X.2017.1359503

PY - 2019/2/7

Y1 - 2019/2/7

N2 - Students’ development of professionalism is vital within medical education, while social media communications can blur professional and personal boundaries. In the UK advice for medical practitioners and students has been developed, advocating care in the projection of a professional identity online as offline. This study takes an academic literacies approach to a small-scale investigation of attitudes and practices of second-year medical students in a British university through a focus group and paired interview, recognising that issues of identity and power are multi-layered and complex. Use of social media focuses primarily on Facebook, where they had already begun to adapt their self-presentation. Depictions of alcohol use are a particular area of concern. The students’ reflections demonstrate professionalism in respect of care for patient confidentiality and privacy. Yet they express an ambivalent sense of a future trajectory in which continuing social media use may appear simultaneously undesirable and yet vital. A finding of considerable concern is a reluctance to challenge inappropriate online behaviour despite policy guidelines. New generations growing up with social media raise challenges and opportunities for medical education that require greater attention and the development of participatory approaches to research, increasing understanding that in turn may be beneficial for policy-makers.

AB - Students’ development of professionalism is vital within medical education, while social media communications can blur professional and personal boundaries. In the UK advice for medical practitioners and students has been developed, advocating care in the projection of a professional identity online as offline. This study takes an academic literacies approach to a small-scale investigation of attitudes and practices of second-year medical students in a British university through a focus group and paired interview, recognising that issues of identity and power are multi-layered and complex. Use of social media focuses primarily on Facebook, where they had already begun to adapt their self-presentation. Depictions of alcohol use are a particular area of concern. The students’ reflections demonstrate professionalism in respect of care for patient confidentiality and privacy. Yet they express an ambivalent sense of a future trajectory in which continuing social media use may appear simultaneously undesirable and yet vital. A finding of considerable concern is a reluctance to challenge inappropriate online behaviour despite policy guidelines. New generations growing up with social media raise challenges and opportunities for medical education that require greater attention and the development of participatory approaches to research, increasing understanding that in turn may be beneficial for policy-makers.

KW - digital professionalism

KW - social media

KW - Facebook

KW - focus groups

KW - medical education

KW - professionalism

U2 - 10.1080/0309877X.2017.1359503

DO - 10.1080/0309877X.2017.1359503

M3 - Journal article

VL - 43

SP - 251

EP - 262

JO - Journal of Further and Higher Education

JF - Journal of Further and Higher Education

SN - 0309-877X

IS - 2

ER -