Learning Outcomes and Educational Effectiveness of Social Media as a Continuing Professional Development Intervention for Practicing Surgeons: A Systematic Review and Narrative Synthesis
Why this work is in the frame
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Bibliographic record
Abstract
Objective: The objective of this systematic review was to assess the learning outcomes and educational effectiveness of social media as a continuing professional development intervention for surgeons in practice. Background: Social media has the potential to improve global access to educational resources and collaborative networking. However, the learning outcomes and educational effectiveness of social media as a continuing professional development (CPD) intervention are yet to be summarized. Methods: We searched MEDLINE and Embase databases from 1946 to 2022. We included studies that assessed the learning outcomes and educational effectiveness of social media as a CPD intervention for practicing surgeons. We excluded studies that were not original research, involved only trainees, did not evaluate educational effectiveness, or involved an in-person component. The 18-point Medical Education Research Study Quality Instrument (MERSQI) was used for quality appraisal. Learning outcomes were categorized according to Moore's Expanded Outcomes Framework (MEOF). Results: A total of 830 unique studies revealed 14 studies for inclusion. The mean MERSQI score of the included studies was 9.0 ± 0.8. In total, 3227 surgeons from 105 countries and various surgical specialties were included. Twelve studies (86%) evaluated surgeons' satisfaction (MEOF level 2), 3 studies (21%) evaluated changes in self-reported declarative or procedural knowledge (MEOF levels 3A and 3B), 1 study (7%) evaluated changes in self-reported competence (MEOF level 4), and 5 studies (36%) evaluated changes in self-reported performance in practice (MEOF level 5). No studies evaluated changes in patient or community health (MEOF levels 6 and 7). Conclusions: The use of social media as a CPD intervention among practicing surgeons is associated with improved self-reported declarative and procedural knowledge, self-reported competence, and self-reported performance in practice. Further research is required to assess whether social media use for CPD in surgeons is associated with improvements in higher level and objectively measured learning outcomes.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.019 | 0.104 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it