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dc.contributor.authorFlynn, Leslie
dc.date.accessioned2015-08-27T02:43:56Z
dc.date.available2015-08-27T02:43:56Z
dc.date.issued2015-08-26
dc.identifier.urihttp://hdl.handle.net/1974/13541
dc.description.abstractThis project identifies the rapidly increasing pressure to employ social media in medical education and yet a review of the literature demonstrated that its value and role are uncertain. Given the evidence that application of learning theory is fundamental to sound pedagogy, the aim of the project was to examine whether medical educators have a conceptual framework that informs their use of social media and if this framework can be mapped to learning theory. A workshop was planned and conducted as part of a Social Media Summit in Health Professional Education to explore this issue. Thirty-six participants engaged in an iterative, consensus building process that identified their conceptual framework and determined if it aligned with one or more learning theories. The results of the workshop suggested that the use of social media by the participants could be traced to two dominant theories, Connectivism and Constructivism. Results also suggest that many medical educators may not be fully aware of the theories underpinning their decision making and that future research and faculty development in this area is greatly needed.en_US
dc.language.isoenen_US
dc.subjectLearning Theoryen_US
dc.subjectSocial Mediaen_US
dc.subjectMedical Educationen_US
dc.titleLearning Theory and Its Application to the Use of Social Media in Medical Educationen_US
dc.typeProjecten_US


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