ArticleThe clinical teacher2025
Social Media Utilisation in Australian Medical Education: A Qualitative Exploration of Student Perspectives.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Professional social media learning and engagement in medical education: an explanatory sequential mixed-methods study of Chinese medical students' digital learning practices.BMC medical education · 2026Article
- Social Media Utilisation in Australian Medical Education: A Qualitative Exploration of Student Perspectives.The clinical teacher · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionThe use of social media as an educational tool has increased over the past decade. Research to date has explored the prevalence of social media use in students. Less is known about the ways in which social media is used, particularly by Australian medical students, in terms of purpose and function.
methodsA constructivist grounded theory approach was utilised to explore how Australian medical students use social media for educational purposes. Focus groups were held with 23 students enrolled in a medical degree programme in Melbourne, Australia. Students were asked questions pertaining to specific platforms, utilisation, benefits, barriers and potential for further implementation. Thematic analysis established themes across focus groups.
resultsThe central theme of the student-educator-social media dynamic was underpinned by three key themes: (i) social media use in medical education, (ii) implementation of digital medical education and (iii) barriers and enablers for implementation. Students predominantly used Facebook for educational purposes due to its multipurpose functionality. Students felt that educators and universities could play a greater role in implementing social media in education. Professionalism, including personal boundaries and power dynamics, was acknowledged as a key barrier to implementation.
conclusionSocial media is widely used by students for self-directed learning and peer collaboration in medical education. The student-led nature of social media engagement provides opportunities for educators and institutions to enhance learning outcomes through strategic support and moderation. Evolving policies and practices in digital medical education should consider both student and staff professionalism boundaries and expectations associated with digital education.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.