Correlation Between Medical Students' Extracurricular Roles and Social Media Usage: Opportunities for Enhancing Digital Professionalism
Abstract
Introduction: The importance of digital professionalism is increasingly recognized by higher education institutions, including those in medical education. One aspect of digital professionalism in students is reflected in their activities on social media. Objective: This study aims to investigate the relationship between medical students' role in extracurricular activities and their use of social media. Methods: A non-experimental, cross-sectional study was performed. Data were collected through surveys administered to second-year medical students. The survey included questions about the students' roles in extracurricular activities, the frequency of their social media use, and their tendency level of engagement with social media (active or passive). Results: The majority of medical students participate in extracurricular activities either as regular or executive members. Most students use social media daily, with 77% spending more than 3 hours per day, and tend to be active users (64%). While no significant correlation was found between the roles of medical students in extracurricular activities and the frequency of their social media usage (p= 0.986, r=-0.02), a low positive correlation was found between students' roles in extracurricular activities and their tendency to be active users of social media (p= 0.012, r=0.267). Conclusion: The study indicates that extracurricular activities and social media provide a good opportunity for shaping digital professionalism of medical students.
Keywords
References
REFERENCES
Almasry, M., Kayali, Z., Alsaad, R., Alhayaza, G., Ahmad, M. S., Obeidat, A., & Abu-Zaid, A. (2017). Perceptions of preclinical medical students towards extracurricular activities. International Journal of Medical Education, 8, 285–289. https://doi.org/10.5116/ijme.5973.297a
Diniaty, A., & Kurniati, A. (2014). Students’ Extracurricular Activities in Higher Education and Its Effect on Personal Development and Academic Achievement (Case Study In Islamic State University of Suska Riau). Al-Ta Lim Journal, 21(3), 161–173. https://doi.org/10.15548/jt.v21i3.96
Ellaway, R. H., Coral, J., Topps, D., & Topps, M. (2015). Exploring digital professionalism. Medical Teacher, 37(9), 844–849. https://doi.org/10.3109/0142159X.2015.1044956
Harrison, C. J., Könings, K. D., Dannefer, E. F., Schuwirth, L. W. T., Wass, V., & van der Vleuten, C. P. M. (2016). Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures. Perspectives on Medical Education, 5(5), 276–284. https://doi.org/10.1007/s40037-016-0297-x
Hussain, S., Hussain, S., Khalil, M., Salam, S., & Hussain, K. (2021). Pharmacy and medical students’ attitudes and perspectives on social media usage and e-professionalism in United Arab Emirates. Currents in Pharmacy Teaching and Learning, 13(2), 102–108. https://doi.org/10.1016/j.cptl.2020.02.017
Karakose, T. (2015). The Relationship between Medical Students’ Time Management Skills and Academic Achievement. Studies on Ethno-Medicine, 9(1), 19–24. https://doi.org/10.1080/09735070.2015.11905418
Masson, F., & Ross, E. (2017). Professionalism and social media in the 21st century. In Professionalism: Perspectives and Practices of the 21st Century. Nova Science
Nagy, Á. (2023). The concept of hidden extracurriculum. Journal of Adventure Education and Outdoor Learning, 23(1), 14–24. https://doi.org/10.1080/14729679.2021.1929359
Stoumpos, A. I., Kitsios, F., & Talias, M. A. (2023). Digital Transformation in Healthcare: Technology Acceptance and Its Applications. International Journal of Environmental Research and Public Health, 20(4), 3407. https://doi.org/10.3390/ijerph20043407
DOI: 10.24815/jks.v25i2.40308
Refbacks
- There are currently no refbacks.