My final offering from the #COT2017 Poster Zone…
Poster 26: Clicking your way through continuing professional development? Attitudes to social media use as a platform for continuing professional development (CPD) within occupational therapy.
Murray K: NHS Lothian, Ward K: University of Cumbria
This post and poster has a special place in my heart. Not least because if focuses on a topic which I am passionate about, but was written and produced by #OTalk’s very first OTalk Student Digital Leader, Kelly Murray AKA @OTontheTracks. So very well done Kelly, I am proud and honoured to work alongside you as a super #OTalk Team member and to be able to call you a friend and all round superstar!
To download your own copy of this poster visit Kelly’s Blog here.
From the authors:
Introduction: This poster presents a study which explored the use of social media within the continuing professional development of occupational therapy students and practitioners. Perceived barriers and the influence of generation theory on the use of social media were also considered. Increasingly, social media platforms are being embraced by healthcare professionals within financially challenging climates and occupational therapists working within non-traditional settings as a cost effective mode of networking and supporting their CPD (Lawson and Cowling, 2014).
Previous literature is limited and focuses on small-scale qualitative data (Bodell and Hook, 2014) and personal experience of using specific social media platforms (Bodell
et al., 2009; Ezzamel, 2013; BJOT and #OTalk, 2016). More research with a larger sample group was therefore considered appropriate.
Method: A mixed method survey design gathered qualitative and quantitative data through an online questionnaire. Content analysis was used to code and identify themes. Descriptive statistics were used to quantify the findings and consider variations across generations.
Findings: Results highlighted a predominantly positive attitude to social media use within CPD. Accessibility, networking, learning and development were highlighted as advantages to its use. Time and individuals’ skills and knowledge were highlighted as barriers to utilising the platforms. The results suggest that age does not impact on willingness to use social media within CPD but does impact on perceived knowledge and skills to utilise the platforms confidently.
Conclusion: The study highlighted a need for more structured training on professional social media use at both pre and post registration levels.
BJOT. #OTalk. (2016). Social media: Creating communities of research and practice. British Journal of Occupational Therapy, 79(4), 195–196. Sage Publishing. doi:10.1177/0308022616631551 (accessed 02 January 2017).
Bodell. S. Hook A, Penman M, Wade W. (2009). Creating a learning community in today: how blogging can facilitate continuing professional development and international learning.British Journal of Occupational Therapy, 72(6), 279–281. Sage Publishing. doi: 10.1177/030802260907200611 (accessed 02 January 2017).
Bodell. S. Hook A. (2014). Developing online professional networks for undergraduate occupational therapy students: an evaluation of an extracurricular facilitated blended learning package. British Journal of Occupational Therapy, 77(6), 320–323. Sage Publishing. Doi: 10.4276/030802214X14018723 138156 (accessed 02 January 2017).
Ezzamel. S. (2013). Blogging in occupational therapy: knowledge sharing, professional development, and ethical dilemmas. British Journal of Occupational Therapy, 76(11), 515–517. Sage Publishing. doi: 10.4276/030802213X13833255804711 (accessed 02 January 2017).
Lawson. C. Cowling C. (2014). Social media: The next frontier for professional development in radiography. Radiography, 21(2), 74–80. Elsevier. Doi http://dx.doi.org/10.1016/j.radi.2014.11.006 (accessed 02 January 2017).