The Use of Social Media in Interprofessional Education

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Review:
Many interprofessional learners are familiar with the personal use of social media, particularly the use of social networking sites. One study found that 90% of students used social media regularly, and many students report they engage in social networking despite a heavy academic load. Social media tools, such as Facebook, Instagram, and Twitter, are often used for personal use with users developing informal personal networks. Transitioning learners from personal to professional use of social media to establish interprofessional learning communities provides a unique path forward for IPE.
The included studies used a variety of methods to integrate social media into IPE activities and, thus, bring together learners from a wide range of health care disciplines. Paired learning, virtual simulation platforms, blogs, and Wikis were among the social media tools used. Health care educators developed IPE activities with the intention of increasing learner knowledge and clinical skills in an interprofessional environment. 
Competencies from the Accreditation Council for Pharmacy Education, American Association of Colleges of Nursing, and the Interprofessional Education Collaborative were considered in the development of learning activities. The evaluation included qualitative and quantitative feedback, such as the IEPS and the RIPLS survey instruments, as well as pre- and post-experience survey instruments.
Feedback from learners was often positive, with many stating social networking activities provided a unique opportunity for collaboration, allowing them to gain unique perspectives from other disciplines in a flexible format. Although most learners were more than willing to collaborate, some felt that the use of social networking platforms had a “laid-back” and less academic feel. Creating social media activities embedded in core courses, containing practical or clinical purpose, and with adequate pedagogical supports are recommended.

Conclusion:
This review provides valuable information on the variety of social media tools available and presents a good case for the use of social media to overcome many challenges with IPE learning activities, including schedules, meeting locations, and limited faculty and financial support. Overall, learner feedback was positive with many studies highlighting the flexibility of the learning environment. Although additional evidence is needed, these findings suggest that the integration of social media into interprofessional learning activities can be a valuable health care teaching method.


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