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Applications that utilize artificial intelligence (AI) to generate content have become increasingly prevalent, exemplified by the popular platform TikTok. The aim of this study is to examine the impact of TikTok on the professional development of police cadets. This research employs a mixed method, adopting an exploratory and analytical approach to inquiry. To ascertain the findings, a survey was conducted with 590 cadets, who expressed a positive regard for the platform as a novel technological instrument in the realm of educational support. In conclusion, the use of TikTok in an appropriate manner and the strategic integration of its content into teaching can result in the tool becoming a valuable technological innovation aid. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodResultConclusionHealth promotion and prevention interventions to support children’s early language and literacy development are essential, however little is known about how social media can be used in this context. This study evaluated an intervention which aimed to build capacity of parents in supporting children’s language and literacy skills, implemented using Facebook.A cross-sector partnership of Australian speech-language pathologists developed a suite of universal messages for parents to support their child’s language development. Messages were delivered across 12 weeks via Facebook. A convergent mixed methods study design was used to evaluate survey responses from parents of children aged 0–5 years, before (n = 136) and after the intervention (n = 61). Social media analytics were collected.Participants identified social media was a helpful way to receive information about supporting their child’s language and literacy development, reporting an increase in knowledge following the intervention. Participants reported they trusted information provided in Facebook posts as it was from professionals and evidence-based sources. The usability (i.e. look and layout) was generally rated highly.Social media is a valuable tool for speech-language pathologists to deliver universal messages. Future social media initiatives should be co-designed with families and social media professionals to ensure delivery of trusted, consistent, and user-friendly information. [ABSTRACT FROM AUTHOR]

The paper delves into social media mining in the context of medical education programs in the information age. It explores the adaptability of Social Media Analytics (SMA) apps within the structure of online courses in medicine and proposes a conceptual framework for a learning process. This process includes practical exercises based on search and social media mining in the healthcare industry, relying on technology solutions. An online course, "Managing Digital Content for Health Professionals", was developed at I.M. Sechenov First Moscow State Medical University to expand the understanding of digital content management processes, the specific details of in-depth social media analysis, and transforming social data into valuable knowledge for health professionals. The study group consisted of 108 participants. Throughout the course, students were tasked to ascertaining the effects gained during practical training and evaluating them. Participants identified the key professional and socio-personal effects of the practical training. Following the evaluation of the online apps' feature sets, the authors concluded that social media analytics requires a comprehensive approach, the synergy of digital tools, a strategy for adapting the mining to the field of expertise, and the paradigm of data synthesis and use. [ABSTRACT FROM AUTHOR]

Contending with the structural erasure and appropriation of their land, culture, history, and traditions imposed by the settler state, Palestinians have adopted/adapted traditional cultural elements to further their nationalist aspirations and assert their rights as Palestine's Indigenous people. In the diaspora, Palestinians practice and perform the dabke folkdance, as a tool of anti-colonial memory maintenance and knowledge transfer. In this context, the dabke has been (re)shaped to keep up with the invasive nature of settler colonialism, by evolving to protect indigeneity, resist imagined settler geographies, and represent an embodied landmark of Palestinian existence and history. In this paper, we examine the digital platforms of a diasporic dabke dance academy in Ontario, Canada, highlighting the innovations of using social media to broadcast the teachings and performance of dabke while promoting Palestinian cultural continuity against settler colonialism. We employ the theoretical framework of sumud, a specifically Palestinian mode of steadfast anti-colonial being/becoming to explain that the performance of dance, and the subsequent broadcasting via digital social media platforms is an innovative approach to counter settler colonialism. Cultural and community leaders such as dancers, teachers, and choreographers celebrate Palestinian resilience, resistance, and restoration, while mobilizing global solidarities through social media and dance. [ABSTRACT FROM AUTHOR]

AbstractThe purpose of this article is to study the impact of the new media platform called TikTok impact on the formation of ideal beliefs. An online survey of 150 active TikTok users identifies their beliefs, opinions, and perspectives related to the content they watch on this platform. This study applies an experimental approach: it uses the questionnaire method to examine the influence of new media and the digital environment on the formation of ideal beliefs. The results of the study confirmed that TikTok and the digital environment significantly impact the formation of beliefs among users: 35% of participants noted a strong influence of viewed content on their beliefs, 25% admitted frequent influence, and 20% experienced a moderate influence. The practical significance of the article is that it emphasizes the need to understand how media and digital platforms impact the worldviews and beliefs of users. [ABSTRACT FROM AUTHOR]

In Australia, the Teaching Performance Assessment (TPA) is a relatively new, mandatory hurdle which must be completed just prior to the graduation stage of initial teacher education (ITE) programmes. This high-stakes task is one of a growing number of requirements to come out of the standards and accountability regime as outlined in the Australian Institute for Teaching and School Leadership (AITSL) document for accreditation for ITE programmes. We delve into the public commentary about the broader commission of preservice and graduate teacher quality in general and the TPA in particular. We draw on Bernstein's pedagogic identities and deductively apply this theory to explore this phenomenon. We use a data set of publicly available legacy media and social media tweets made over a ten-month period from August 2019 to May 2020 to reveal the focus, inherent bias and pedagogic identities promoted by these public discourses. The paper concludes with discussion about the implications of these drivers on the public perception of quality in ITE and on the status of teaching more broadly. [ABSTRACT FROM AUTHOR]

Social media is an important tool for academic departments. Yet, with limited resources, many health promotion departments may not have the ability to conduct extensive planning or development of social media plans. This commentary reports the efforts of one undergraduate public health program to improve its social media presence. Faculty and students worked together to develop a social media plan, identify activities to implement the plan, and track social media follower counts on Instagram and Twitter in spring 2020. A logic model planning framework drove the process, and key learnings from efforts are presented. Departmental leaders may want to link students and faculty to generate student-driven content on social media. Leaders should recognize that advance planning is needed to maintain consistency, control account access, and be prepared to deal with problematic comments on social media. Suggested activities are presented in the hope they may inform other departments' efforts. Department leaders and faculty may find they have much to learn from their students in this area. [ABSTRACT FROM AUTHOR]

Purpose: Social media celebrities are getting popular in promotions, and more people have experienced social media to receive information on diet and health tips. This research presents a study showing how social media can influence young people's diet behavior through collaboration with social media celebrities. Design/methodology/approach: Through recruiting on various social media and online education forums, this research recruited 196 young Hongkongers to participate in an online survey developed based on the AIDA (Action, Interest, Desire, Attention) marketing communication model on how youths access diet information from social media celebrities in Hong Kong. Findings: Hong Kong youths consume diet information from social media celebrities through instant messaging systems, social networking sites and online videos, and, in particular, information on food calories and nutrition. However, sponsorship from vendors would decrease their desire to agree with the messages from social media celebrities. After receiving this information, some participants would follow tips and guides from social media celebrities. However, they seldom share such information. Interestingly, males are more willing to follow these tips and guides. Originality/value: First, this study fills the gap of prior research, which did not study much on how social media celebrities contribute to diet promotion to youths in Asia. Second, through the AIDA Model, this study shows how social media can affect the awareness and accessibility of diet information by young Hongkongers, followed by initiating their interest in this topic and retrieving more relevant information. Furthermore, the authors further understand their desire to follow and improve their behavior as promoted by social media influencers and how they practice such behavior. Based on these findings, health-related brands could consider using social media influencers helping to promote their products and services, and these brands could further use social media to secure customer engagement. [ABSTRACT FROM AUTHOR]

[Display omitted] In recent times, digital technology has played a pivotal role in advancing postgraduate orthodontic education. This article comprehensively overviews digital technology's various applications, benefits, and drawbacks in postgraduate orthodontic education. Further, it examines its transformative impact on students. The primary focus of this review is on reshaping traditional teaching methods and learning experiences through innovative tools and techniques. Beginning with online learning platforms, virtual classrooms, and webinars, a comprehensive review of their role in facilitating remote education and creating interactive learning environments is provided. It also explores the integration of interactive content and multimedia in post-graduate education and emphasizes their ability to enhance students' engagement and comprehension. Augmented and virtual reality (AR/VR) technologies will also be explored, with emphasis on their role in revolutionizing practical learning experiences within postgraduate curricula. Additionally, the article discusses the part that adaptive learning and artificial intelligence (AI) play in utilizing data analytics to personalize education and optimize learning outcomes. The influence of social media platforms, mobile applications, digital libraries, and open educational resources (OER) on collaborative learning environments will be reviewed, showcasing their impact on fostering collaboration and accessibility among postgraduate students. Collaborative tools, simulations, and e-labs' role in enhancing hands-on learning experiences are highlighted. Finally, a critical analysis of the benefits and drawbacks of integrating digital technology in orthodontic education, addressing ethical and legal concerns arising from its implementation, will also be overviewed. In summary, this article explores a nuanced understanding of the transformative potential of digital technology in postgraduate orthodontic education. It encompasses various applications, benefits, challenges, and ethical considerations, guiding stakeholders toward informed integration strategies for these technologies in higher education. [ABSTRACT FROM AUTHOR]

Objective: The aim of the project was to reduce the risk of patients using the estrogen only part of their hormone replacement therapy (HRT) inadvertently in Banstead PCN. Although understanding about the risk of unopposed estrogen is well understood by prescribers, there are numerous flash points where this exposure can occur which was highlighted by several cases encountered during a study period of 3 months. Study design: Cases encountered revealed numerous reasons for this exposure which were split into three areas: Prescribing factors, dispensing checks and patient understanding. Main outcome measures: Quality improvement suggestions were tailored to the factors involved. IT system changes to EMIS, our main computer software provider, were proposed to enable safer prescribing. Following discussion with key stakeholders, increased education for pharmacists was proposed alongside an alert sticker system at the dispensing end point. Patient understanding and education for all parties was delivered through various routes. Results: The IT system alterations required are complex and still awaited. Funding was obtained and stickers distributed. The results from a re-audit from this intervention are awaited. Interim education measures at an individual level were meantime explored and the impact of them assessed. Patient education and the role of social media were explored. I produced a short video which was circulated to doctors with the plan to distribute via other clinician social media accounts. Conclusions: A key discovery through this study is that many of the flash points identified can be difficult to detect and many are not measurable. The increasing number of HRT prescriptions, time pressures in primary care and the known risk from using unopposed estrogen of endometrial cancer means these changes are of potential great value. [ABSTRACT FROM AUTHOR]

The COVID-19 outbreak has changed pedagogical choices in the teaching of English. Social media has become one of the alternatives in mediating and assisting virtual teaching and learning. With the study reported on here we aimed to investigate the use of social media in the teaching of English during the COVID-19 pandemic in Indonesian schools. In this exploratory study we employed a 40-item questionnaire focusing on the types of social media used, skills taught, problems encountered, and how these were managed. The respondents were 158 English teachers from 34 provinces in Indonesia. The data were analysed quantitatively and qualitatively to generate interactive and comprehensive data. From the study it became clear that the most frequently used social media platforms in Indonesia were WhatsApp, YouTube, and Instagram. The combination of social media was found to be a suitable platform to employ for acquiring all English skills. Reasons for the use of social media range from practicality to teachers' familiarity. Teachers' teaching experience tended to influence the reasons why social media were used. The results of our study reveal that the internet networks, learners' readiness as well as parents' support were challenges encountered by learners. To solve these problems, teachers implemented some alternative social media platforms and communicated with parents to enhance English teaching during the pandemic. [ABSTRACT FROM AUTHOR]

Through a lens for engaged scholarship (Boyer in Journal of Public Service and Outreach, 1(1), 11–20, 1996) this multiple case study (Merriam, 1996) explores the potential of scholarly podcasts for public knowledge dissemination, highlighting the misalignment of university impact metrics with this medium. Our team collected qualitative and numerical data from six podcasters across our university system. We identify metrics for assessing scholarly podcast value, offer recommendations for institutional communication, and share our insights and challenges. Data analysis suggests that a Listen Score (Listen Notes, ND) and an increasing Podcast Success Index (Singh et al. JMIR Medical Education, 2(2), 1–10, 2016) may be consistent with a wider reach. Consistent production and promotion are key and infrastructure support for scholarly podcasters is necessary. [ABSTRACT FROM AUTHOR]

The article focuses on applying social network theory to evaluate and utilize different social media platforms for various graduate medical education (GME) applications, based on factors like density, diffusion, and complexity.

This study examined how social media influence the knowledge gap between low and high socioeconomic status (SES) groups in artificial intelligence (AI), a highly debated scientific subject warranting immediate scholarly attention. A national survey of U.S. adults (N = 965) was conducted. The results showed that education and social media exposure to AI information (SME) predicted greater AI knowledge, and SME did not moderate the SES-based AI knowledge gap. Furthermore, information elaboration moderated the association between SME and the AI knowledge gap. SME was associated with a smaller AI knowledge gap when information elaboration was high rather than low. [ABSTRACT FROM AUTHOR]

Nowadays social media usage has increased drastically among the stakeholders of higher educational institutions. The COVID-19 pandemic has suddenly increased the surge of social media users due to the forced implementation of online pedagogy and travel restrictions. The research study presented in this paper attempted to analyze social media usage in higher education. The data were collected from primary and secondary sources with the help of leading research databases, survey questionnaires, the Delphi method, and brainstorming sessions. Statistical tools and analytic techniques incorporated in the study included bibliometric analysis, word cloud, co-occurrence network, thematic map, thematic evolution, co-word analysis, country-wise analysis along with collaboration network, statistical survey, mind mapping, and analytic hierarchy process. The study justified the aspects of social media usage in the higher educational environment. It was found that the research fraternity around the globe focused more on understanding the aspects of social media and higher education during the trying times of the Coronavirus crisis. The maximum impact of social media usage on higher education was found to be from teaching–learning and discussions, and public relations and networking. It was also found that social networking platforms like WhatsApp, YouTube, Facebook (Meta), LinkedIn, Instagram, and Twitter were very common among the stakeholders of higher education. This study is of huge importance because it can help in paving the way to strategize remedial measures for increasing positivity and minimizing the negativity of social media usage in institutions of higher education across the world. [ABSTRACT FROM AUTHOR]

Social media (SoMe) is now a core part of modern-day life with increased use among both patients and urologists. The interplay of SoMe between these two parties is complex. From a patient perspective, SoMe platforms can serve as educational tools as well as communication portals to support networks and patient communities. However, studies report the educational value of content online is often poor and may contain misinformation. For urologists, SoMe can lead to research collaborations, networking and educational content but areas of concern include the potential negative impact SoMe can have on mental health and sharing of patient images without appropriate consent. This review serves to provide an overview of the interaction between SoMe and urology practice and provide practical guidance to navigating it. [ABSTRACT FROM AUTHOR]

Within the marketised higher education context, where traditional support systems are strained, student influencers on platforms like TikTok, Instagram, and YouTube have emerged as unexpected providers of academic and emotional support for their peers. Utilising a Foucauldian framework and drawing on 13 in-depth interviews with UK-based #studytalk creators, this study investigates the construction of student influencer subjectivity and their strategies for navigating this complex space. Findings reveal how these individuals leverage their success as academically high-achieving students and digital acumen to build legitimacy, negotiate ethical boundaries within the influencer market, and even resist the pervasive toxicity of certain study cultures. We show that these students do not just thrive to be influencers, but they engage with forms of ethical reflection to set certain parameters for their practice. Through this analysis, we contribute to a nuanced understanding of how students negotiate support and self-making in a marketised context while offering theoretical insights into the subjectification processes within the burgeoning influencer economy. By doing so, the article extends the dominant scholarly understandings of student support that often position support provision as the domain of universities. Instead, the findings show that students themselves are highly resourceful in developing and delivering peer support, and their practices intersect with wider student and youth experiences in the digital age. [ABSTRACT FROM AUTHOR]

The growing presence and impact of predominantly female online influencers suggests the proliferation of a cultural phenomenon that characterizes the social aspects of our digital lives. Working with the notion of gender and maker literacies, this paper shines light on newer forms of making practices by looking at influencer cultures of five popular online social media platforms. Situating the research in a Caribbean context, this paper examines the "influencer culture" by looking at the platformized literacy practices of four Caribbean female influencers and using the concepts of literacy sponsorship and creolization as lenses through which to view the interrelationships and accompanying practices between the influencers and their local and global followers. The paper argues that social media platforms are strategically curated digital‐maker spaces that influencers use to shift and change literacy practices and perspectives related to gender, language, and culture. Findings from this qualitative study suggest that these influencers' sponsorship of creolized literacies is reflected in their power to enact social change and transformation through advocacy, consciousness, and community‐building. The paper concludes by considering the potential for such social actors and their digital‐making practices to influence our contemporary global sociocultural and educational landscapes. [ABSTRACT FROM AUTHOR]

Purpose: A key social networking site for teachers, TikTok offers a new and valuable lens on educator attrition. This study aims to explore social media's role in the increased transparency around leaving the profession and the online narratives crafted around transitioning out of the classroom. Design/methodology/approach: Drawing on the conceptual framework of emergent storytelling and a recursive thematic analysis of videos and comments posted to the #teacherquittok hashtag on TikTok, this study examines how teachers are using social media to share their experiences of exiting the classroom. Findings: The authors find that teachers used TikTok to share personal accounts that form a meta-narrative that provides context to their decisions to leave, share stories of loss and gain through negotiating the transition out of the classroom and finally debate the implications for preservice teachers. The authors discuss key takeaways for rethinking teacher support, teacher education and the role of social media in teachers' professional lives. Originality/value: While many studies seek to understand teacher attrition, this work examines how teachers' stories shared on social media may be shaping attrition into an increasingly networked and narrated act. [ABSTRACT FROM AUTHOR]

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Background: Skin cancer poses a significant global public health challenge, yet undergraduate medical education frequently lacks comprehensive training on its recognition, diagnosis, and management. This qualitative study explores the perspectives of interns and graduate students from the University of Bisha on integrating skin cancer education into the undergraduate curriculum. Objective: To assess the experiences, challenges, and recommendations of medical trainees regarding the inclusion of skin cancer education in their undergraduate studies. Method: A qualitative research design was employed, focusing on in-depth interviews with 26 interns and graduated students from the University of Bisha. Participants were selected through purposive sampling to ensure diverse backgrounds and experiences. Data were collected using semi-structured interviews and analyzed through thematic analysis to identify patterns and insights regarding current educational practices and suggestions for improvement. Results: The study found considerable variability in exposure to skin cancer education among participants, with some reporting extensive coverage and others noting significant gaps. Most participants acknowledged the importance of skin cancer education in medical training. Key challenges identified included limited practical skills training, difficulty in lesion identification, and insufficient clinical exposure. Participants highlighted the effectiveness of case-based learning, clinical rotations, online videos, and visual aids. Recommendations for curriculum enhancement included increasing practical sessions, leveraging social media for education, and improving communication training. Conclusion: Integrating comprehensive skin cancer education into the undergraduate medical curriculum is crucial for preparing future healthcare professionals. Addressing identified challenges and implementing suggested improvements can enhance educational outcomes, ensuring that graduates are better equipped to manage skin cancer in clinical practice. These findings provide valuable insights for curriculum developers aiming to improve medical education and public health outcomes. [ABSTRACT FROM AUTHOR]

This study examines the influence of social media on learning and education inside higher education institutions in Saudi Arabia. This study attempts to utilize the e-learning acceptance model (e-LAM) in order to identify some of the variables that impact Saudi students' inclination to utilize social media for educational purposes at higher learning institutions in Saudi Arabia. The e-LAM draws on a number of different theoretical viewpoints in order to present a more comprehensive picture of the variables that encourage the use of social media in learning and education in Saudi Arabian higher education institutions while students are enrolled in universities. The study's survey was completed by 369 undergraduates' participants enrolled in various academic programs and different educational levels. With the use of structural equation modeling, the analysis was carried out in order to investigate the correlations that existed between the variables that were stated in the conceptual model. Social media adoption intentions in Saudi Arabian higher education institutions were found to be significantly related to performance and self, supporting hypotheses 3 and 4, while communication functionality (COM) and effort (E) were found to be not significant towards Saudi Arabian students' intentions to adopt social media, thus rejecting hypotheses 1 and 2. [ABSTRACT FROM AUTHOR]

This narrative underscores the paramount importance placed by medical schools worldwide on instilling professionalism in their students within the academic, clinical and digital realms. However, it highlights a compelling lacuna in this endeavour, specifically concerning the guidance provided to medical students in managing their professionalism outside of the structured educational and clinical environments. In an age where social media platforms are omnipresent and easily accessible, the article examines the challenges posed when medical students, following gruelling days in clinical settings, opt to vent their frustrations online. Instances of students pursuing health professions facing expulsion due to seemingly innocuous social media posts are brought to the forefront, shedding light on the imperative need for enhanced awareness and guidance in this digital era. The five key points in the teaching of e-professionalism outlined in this article include safeguarding patient confidentiality, preserving professional boundaries, cultivating respectful online behaviour, advocating transparency in conflicts of interest, and striking a balance with the digital dilemma. I believe these points may well serve as a guide for medical schools. This commentary also includes a list of modules that medical schools may incorporate into their curricula when considering e-professionalism. [ABSTRACT FROM AUTHOR]

This study explores the readiness of Early Childhood Education (ECE) teachers in West Java for 21st-century learning. Utilising a survey research design, an online questionnaire was distributed via WhatsApp to ECE teachers across multiple regions in West Java. The survey assessed teacher readiness based on Jan's (2017) characteristics of 21st-century educators, covering aspects such as student-centred classrooms, personalised instruction, technology competence, social competence, and continuous learning. Responses from 186 teachers were analysed using a Likert scale approach, revealing high readiness in learning management and social competence but moderate readiness in technology-related competencies. The findings indicate that while teachers are well-prepared to manage student-centred learning environments, there is a need for improved ICT training, particularly in areas like using digital tools and social media for educational purposes. Additionally, while social competence is strong, continuous professional development in technology integration remains essential. The study highlights the necessity of targeted professional development programs to bridge these gaps and ensure teachers are equipped with the skills needed for 21st-century education. These implications highlight the need for comprehensive teacher training programs and supportive professional communities to ensure ECE teachers can effectively meet the demands of modern education. Despite the study's geographical limitation to West Java and reliance on self-reported data, it provides valuable insights into the preparedness of ECE teachers. It suggests directions for future research to expand understanding across diverse contexts. [ABSTRACT FROM AUTHOR]

There has been a notable shift in the subject matter of Pakistani Literary Writers after the 9/11 attacks and subsequent War-on-Terror in many areas of Pakistan. In the aftermath of these incidents, majority areas of the country were severely affected. Like some other parts of the country, many regions of Khyber Pakhtunkhwa and FATA turned into active battlegrounds where many people lost their properties and livelihood while compelled others on migration to alien regions. It also cost them great physical, economic, and mental losses. During this era of absurdity, mental depression, and chaos writers felt the urge to express the new experiences and realities in new ways and thus war became a dominant theme in the writings of many writers. The war driven landscape was reflected in a grim, nostalgic, and fragmented language. Although, these themes and approaches were adopted by a variety of writers in different genres of literature, the current study investigates the reflection of these traumatic and chaotic events in Pashto poetry popular on social media. The sample of this study consists of various poems and stanzas from poets such as Israr Atal, Rahmat Shah Sayel, and some young poets who are known as social media poets. The current study is conducted through the theoretical perspective adopted from multiple theorists such as Cathy Caruth, Melvin Seeman, Fritz Pappenheim, Jean Paul Sarte and Albert Camus by mainly focusing on different aspects of disrupting memories of war, alienation, and absurdity. The main objective of this study is to highlight that how war and conflict affected people mentally and is still remembered in unpleasant memories. [ABSTRACT FROM AUTHOR]

The article discusses the book "Designing Learning for Multimodal Literacy—Teaching Viewing and Representing" by Lim and Tan-Chia. The book explores how teachers can adapt to the changing digital landscape and accommodate students' use of multimodal communication in the classroom. It presents practical examples and vignettes of classroom work to help teachers navigate these changes and optimize students' learning. The book emphasizes the importance of recognizing the changing needs of learners in the digital age and redefining what it means to be literate. While the book offers valuable insights, it also acknowledges the need for ongoing development and customization of multimodal literacy education to meet the diverse needs of students. [Extracted from the article]

The article discusses the question of whether there is too much or too little educational research. The author highlights the view of Professor Gert Biesta, who argues that there is a great deal of research available, but not all of it supports the needs of educational practitioners. Biesta suggests that too much educational research is narrowly focused and does not address questions about values. The article also explores the importance of research-informed practice and the role of teachers in generating research findings. It emphasizes the need for values-led, collegial research that empowers teachers and promotes wise practice. The article concludes by discussing the historical example of Professor John Jackson, who used research to revolutionize classroom practice in the 19th century. [Extracted from the article]

The article "Navigating the Digital Landscape: Social Media's Role in Neurosurgery Career Development" explores the role of social media in the field of neurosurgery. The authors highlight the benefits of social media platforms like Facebook and Twitter in facilitating collaboration, knowledge sharing, and mentorship among learners and professionals in the field. However, they also acknowledge the potential risks and challenges associated with using social media, such as the spread of false information, patient privacy concerns, and issues related to professionalism. The article emphasizes the need for neurosurgeons to use social media responsibly and adhere to ethical and regulatory standards. The World Federation of Neurosurgical Societies is also mentioned as an organization working to combat misinformation and promote safe use of social media for learning. [Extracted from the article]

OBJECTIVES: Research has indicated that physician assistant (PA) students use social media in their medical education; however, research is scant on whether PA students use social media unprofessionally. This study aimed to determine if PA students badmouth others or post pictures or comments depicting substance use and whether a relationship exists between personality and unprofessional posts. METHODS: PA Program Directors were emailed and asked to disseminate an anonymous survey to their students. The survey included descriptive questions, questions regarding badmouthing and substance use posts, and the Mini-International Personality Item Pool. Data analysis included descriptive statistics, Spearman's correlation coefficient, and Mann–Whitney U with p <.05 indicating significance. RESULTS: Recruitment resulted in n = 497 participants. Clinical year students made significantly more alcohol-related posts than didactic students (p =.01) and were significantly less conscientious (p ≤.01). Didactic students badmouthed professors significantly more than clinical year students (p <.05). Females made significantly more alcohol-related posts (p ≤.01); however, males badmouthed friends more (p =.02). A statistically significant relationship was identified between extraversion and all types of badmouthing (p <.05), alcohol-related (p <.001), and recreational drug (p =.02) posts, and between neuroticism and badmouthing professors (p =.02); conversely there was a significant negative correlation between conscientiousness and badmouthing professors (p =.01). CONCLUSION: Medical educational programs should address professionalism concerning social media with a program policy to encourage a professional and ethical digital profile. [ABSTRACT FROM AUTHOR]

The current educational scenario is changing and inclining more towards digital technologies for teaching-learning. Interactions during the classrooms or virtual sessions are vital for students' learning engagements. Learner-learner interactions and educator-learner interactions during online classes are to be promoted and sustained for a better teaching-learning experience. The use of social media in education is noted in previous research. This paper aims to explore the role of social media in learner-learner interactions and its impact on students' learning engagement. A theoretical model is proposed in the study through a review of existing literature. The model testing is done with data of 344 respondents through a self-designed structured questionnaire. The respondents are selected from an urban city in western India. Confirmatory factor analysis and structural equation modelling are applied for the hypotheses testing and regression analysis. The results indicate that the learner-learner interactions, as well as the educator-learner interactions, are imperative for student learning engagement in online teaching. Also, learner-learner interactions are positively affected by the students' self-efficacy concerning the technology. The study also noted that the use of social media improves learner-learner interaction and student learning engagement in a technology-mediated learning environment. [ABSTRACT FROM AUTHOR]

With the integration of technology and social media in education, there is increasing interest in innovative approaches to enhance managerial skills among prospective physical education and sports teachers. The integration of technology and social media into education has prompted interest in exploring innovative methods to enhance the managerial skills of prospective physical education and sports teachers. This study investigates the impact of an intervention on the managerial skills of fourth-year students majoring in Physical Culture and Sports across three educational institutions in Kazakhstan. Out of 564 participants, 355 were eligible for analysis: 167 used chatbots and 188 followed conventional classroom methods. The intervention included a 4-week team management course starting in January 2022. Chatbot users accessed various materials such as short lecture videos, stories, assignments, infographics, and audio sequences, while conventional learners attended standard lectures and practical sessions. Following the course, participants undertook a 12-week teaching practice, with chatbot users also maintaining an active Twitter presence to build a positive image as future physical education teachers. Managerial skills were assessed using a 44-item questionnaire, covering Conceptual, Human, and Technical skills. Additionally, social media popularity was measured based on Twitter activity. Results showed that both groups significantly improved their Conceptual, Human, and Technical skills after the course. Chatbot users demonstrated greater improvement in Technical skills (p D 0.003, d D 1.139), while conventional learners showed stronger Human skills (p D 0.021, d D 1.32). Specifically, the mean score for Technical skills increased from 2.71 to 3.76 for chatbot users and from 2.65 to 3.20 for conventional learners. Moreover, chatbot-aided learners further enhanced their Conceptual and Human skills through social media engagement. Correlation analysis indicated a close relationship between managerial skills and social media popularity. These findings have significant practical implications for the education and development of prospective physical education and sports teachers. Integrating chatbots and social media into educational settings offers innovative approaches to enhancing managerial skills. [ABSTRACT FROM AUTHOR]

Background: Conversations around disease conducted through social media provide a means for capturing public perspectives that may be useful in considering public health approaches. Syphilis is a sexually transmitted disease that is re-emerging. We sought to characterise online discourse on syphilis using data collected from the social media platform, Twitter. Methods: We extracted English-language tweets containing the word 'syphilis' posted on Twitter in 2019. Tweet identification number and URL, date and time of posting, number of retweets and likes, and the author's screen name, username and biographical statement were included in the dataset. A systematically sampled 10% subset of the data was subjected to qualitative analysis, involving categorisation on content. All tweets assigned to the category of medical resource were assessed for clinical accuracy. The engagement ratio for each category was calculated as (retweets + likes):tweets. Results: In 2019, 111,388 tweets mentioning syphilis were posted by 69,921 authors. The most frequent content category – totalling 5370 tweets (48%) – was a joke. Of 1762 tweets (16%) categorised as a medical resource, 1484 (84%) were medically correct and 240 (14%) were medically incorrect; for 38 (2%), medical accuracy could not be judged from the information posted. Tweets categorised as personal experiences had the highest engagement ratio at approximately 19:1. Medical resource tweets had an engagement ratio of approximately 7:1. Conclusions: We found medical information about syphilis was limited on Twitter. As tweets about personal experiences generate high engagement, coupling an experience with information may provide opportunity for public health education. This study used data sourced from Twitter to characterise social media conversations about syphilis. Accurate medical information was limited, whereas tweets about personal experience generated the most engagement. Coupling medical resources and personal experiences may support public health education on social media. [ABSTRACT FROM AUTHOR]

The hope of reaching diverse and large target groups has motivated civic education practitioners to offer their content on social media. The question has therefore long ceased to be whether civic education should take place on the internet, but rather how civic education goals can be implemented digitally to foster civic literacy. At first glance, the possibility of reaching a broad audience in a short time seems tempting. At a second glance, social media reveals several challenges that can impair educational processes. The present paper discusses the following questions: What are the opportunities and pitfalls of civic education in social media? How can we ensure successful civic education in a digitalized world? In our article, we want to provide an interdisciplinary perspective on the topic by drawing among others from the literature in the fields of media psychology, communication studies, and education science. By integrating insights from various disciplines, our paper seeks to enrich the academic dialogue and to promote a nuanced understanding of the evolving dynamics of civic education in the digital realm. With its practical focus, our paper further aims to underscore the applicability of scientific research. [ABSTRACT FROM AUTHOR]

This study used scoping review as an approach to examine and determine the extent of studies undertaken in civic engagement roles of libraries and librarians in times of rapid growth of information disorders in the social media environment. The research identified concepts, and methods by providing a systematic examination of academic and scientific literature published in the field. The scoping review was prepared based on Joanna Briggs Institute Manual for Evidence Synthesis. After careful synthesis, a total of 22 documents were analyzed, and found that most research done in this area apply qualitative methods. The main concepts captured revolve around democracy, public sphere, civic engagement, and critical literacy. It is hoped that this scoping review provides a background understanding of the related concepts that appeared in this study. This study helps Library and Information Science (LIS) educators and librarians to discuss and collaborate in strengthening the practice of critical and information literacy. [ABSTRACT FROM AUTHOR]

Rates of obesity continue to rise in the United States and across the globe. Obesity is a risk factor for developing insulin resistance, type 2 diabetes, and cardiovascular disease. For clinicians, other health care providers, and educators, providing patients with accurate and meaningful information about obesity, including lifestyle (diet and exercise) interventions and symptom monitoring, is challenging because of infrequent contact, methods of communication, a lack of effective patient education resources, and inefficient patient feedback methods. Evidence suggests that significantly more patients are now getting their health care information online from general medical websites, disease-specific network communities, and social media. Thus, harnessing the power of technologies, including personal computers and smartphones, with attention to social media may equip health care providers with methods to serve their patients better by addressing challenges, improving indirect patient contact, and enhancing health outcomes. This article aims to provide an overview of technology with a focus on social media use in obesity education and outreach. Practical information is provided related to creating content, delivering content, and managing the social media space for the novice creator. [ABSTRACT FROM AUTHOR]

The study investigated the influence of demographics, a wide range of motivations of new media use and constraints of its use, on the pattern of new media use for educational purposes by Nigerian university students. The rationale was to proffer appropriate strategies towards sustainable and effective deployment, integration, and utilisation of new media for a better educational experience of students in Nigerian universities. The philosophical perspective was based on positivism. The quantitative approach with survey research design was adopted, covering a cross-section of Nigerian university students using questionnaires as the data collection instrument, complemented with structured interviews. Three large and geographically central universities were purposively selected for the study: University of Ibadan, University of Nigeria, and University of Ilorin. Stratified random sampling was used to select students from the selected faculties in the surveyed universities as respondents. A sample size of 647 students was used for the study. The findings of the study reveal that information seeking and surveillance, convenience and low cost, social interaction, broadcast media involvement, personal utility and self-promotion, affection, maintaining connections, and escape and new trends were significant motivations for using new media for educational reasons. Nevertheless, infrastructure required to use these technologies, privacy and security concerns, confusing acronyms, economic issues, inadequate knowledge and skills, and timing-related issues constitute obstacles to the use of new media for educational reasons. The paper recommends appropriate strategies towards effective and sustainable deployment, integration, ease of access, and utilisation of new media technologies by Nigerian university students. [ABSTRACT FROM AUTHOR]

Hoaxes are often the dominant element in every electoral process, whether in regional or presidential elections. The spread of fake news or false information through hoaxes can be done for a variety of purposes, ranging from jokes to serious political purposes. Incomprehension of political education and misuse of social media have become fertile fields for spreading hoaxes, especially in every election. In maintaining vigilance and facing the wave of hoaxes in the 2024 presidential election, research methods that can be used are content analysis and social network analysis. The purpose of this study is to detail the causes and consequences of the spread of hoaxes in the General Election, as well as present recommendations related to effective political education strategies to prevent and overcome the spread of hoaxes in the context of elections. This research is expected to contribute conceptually and practically to minimize the negative impact of spreading hoaxes on elections and increase public understanding of elections through the application of political education. To achieve this goal, this research will involve literature analysis and case studies of the spread of hoaxes in elections. [ABSTRACT FROM AUTHOR]

In the technological age, higher education is at a crossroads that requires a redefinition of pedagogical paradigms. The analysis focuses on the integration of Instagram and YouTube as pedagogical tools for visual culture. The convergence of visual culture and social media poses challenges in the face of media saturation. The systematic review underpins the transformative potential of these platforms in higher education. Continuous teacher training and innovative pedagogical strategies are essential to optimise their impact. Envisioning the classroom as a space where visual culture and active methods converge opens up a promising pedagogical horizon for higher education. [ABSTRACT FROM AUTHOR]

The possession of certain psychosocial characteristics can offer performance advantages in a range of domains. However, integrating a program to support the development of psychosocial characteristics is a lengthy process and involves context-specific knowledge and effective working relationships with stakeholders. The aim of this article is to present a real-life example of the design, delivery, and implementation of a theoretically informed psychosocial development program for players within an academy soccer setting to include player workshops, coach delivery, and ways to influence the environment. This multifaceted approach included formal and informal meetings, observations, coach education, and social media groups. Initial reflections suggested workshops are an effective method to "teach" some of the aspects within the program. Integrating coaches throughout design and implementation is recommended. Key stakeholders should consider investing time in education for coaches to develop strategies to foster psychosocial development in their players. Limitations and future recommendations are discussed. [ABSTRACT FROM AUTHOR]

Nowadays, students have become inseparable from smartphones. A smartphone’s purpose should primarily be to serve as an educational tool. However, it is discovered that its primary application is for social media, which can lead to addiction to smartphones. Effective self-regulation can serve as a firm foundation for individuals to utilize a smartphone in a disciplined and appropriate manner. This study aimed to empirically investigate the impact of self-regulation on the propensity of students to develop smartphone addiction. This study employed a quantitative methodology, namely simple linear regression analysis. The sampling technique employed was purposive sampling, with a total sample size of 155 students. The measurement method used a smartphone addiction tendency scale (α = 0.849) and a self-regulation scale (α = 0.861). The findings of this study indicate that self-regulation has a significant impact on the propensity to develop smartphone addiction (β = -0.263; p<0.05). As a result, self-regulation has the potential to mitigate the inclination towards smartphone addiction. The provided funding can be utilized as empirical evidence for assessing the impact of self-regulation on the susceptibility to smartphone addiction [ABSTRACT FROM AUTHOR]

This qualitative study aims to explore and compare adolescents’ moral dilemmas in real life and on social media, focusing on their content, conflict and context. A purposive sampling method was used, involving 130 Slovenian adolescents (mean age 17.3 years). A deductive and inductive approach was used for data analysis. Results show commonalities in moral dilemmas regarding context, mainly involving friends, and content, mainly rooted in the care/harm foundation. Notable differences in conflicts were observed, largely influenced by the unique characteristics of social media. These findings contribute to the relatively unexplored realm of moral dilemmas on social media from adolescents’ perspectives, providing valuable insights for moral education in the context of social media. [ABSTRACT FROM AUTHOR]

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This study aims to examine the importance of feature selection in machine learning, specifically in predicting user engagement with social media post photographs on university Facebook pages. The paper uses a thorough analysis to demonstrate the crucial significance of choosing suitable features and their corresponding algorithms. The research intends to demonstrate how this strategic approach affects the accuracy of prediction findings in social media interaction. The research presents a compelling case study involving 24 leading universities from Australia, the United Kingdom, and the United States. The results underscore the efficacy of the method, stressing that the meticulous selection of characteristics and the use of appropriate algorithms are crucial elements for attaining best results in social media forecasts. Implications: The study's results have important consequences, particularly within the changing environment of machine learning and its use in social media. Feature selection and algorithm choice are vital for optimizing social media initiatives for institutions. [ABSTRACT FROM AUTHOR]