Abstract
IntroductionSocial media is a novel medium to host reflective writing (RW) essays, yet its impact on depth of students’ reflection is unknown. Shifting reflection on to social platforms offers opportunities for students to engage with their community, yet may leave them feeling vulnerable and less willing to reflect deeply. Using sociomateriality as a conceptual framework, we aimed to compare the depth of reflection in RW samples submitted by medical students in a traditional private essay format to those posted on a secure social media platform.MethodsFourth-year medical students submitted a RW essay as part of their emergency medicine clerkship, either in a private essay format (academic year [AY] 2015) or onto a closed, password-protected social media website (AY 2016). Five raters used the Reflection Evaluation for Learners’ Enhanced Competencies Tool (REFLECT) to score 122 de-identified RW samples (55 private, 67 social media). Average scores on two platforms were compared. Students were also surveyed regarding their comfort with the social media experience.ResultsThere were no differences in average composite REFLECT scores between the private essay (14.1, 95% confidence interval [CI], 12.0–16.2) and social media (13.7 95% CI, 11.4–16.0) submission formats (t [1,120] = 0.94, p = 0.35). Of the 73% of students who responded to the survey, 72% reported feeling comfortable sharing their personal reflections with peers, and 84% felt comfortable commenting on peers’ writing.ConclusionStudents generally felt comfortable using social media for shared reflection. The depth of reflection in RW essays was similar between the private and social media submission formats.
Highlights
Three pathways are available to students considering a pediatric emergency medicine (PEM) career: pediatric residency followed by PEM fellowship (Peds-PEM); emergency medicine residency followed by PEM fellowship (EM-PEM); and combined EM and pediatrics residency (EM&Peds)
There are three distinct training pathways available to medical students considering a career in pediatric emergency medicine (EM): a three-year pediatric residency followed by a three-year PEM fellowship (Peds-PEM); a three- to four-year EM residency followed by a two-year PEM fellowship (EM-PEM); and a five-year combined EM and pediatrics residency (EM&Peds)
We identified a total of 113 active programs from the Accreditation Council for Graduate Medical Education (ACGME) website (75 Peds-PEM; 34 EM-PEM; 4 EM&Peds)
Summary
Three pathways are available to students considering a pediatric emergency medicine (PEM) career: pediatric residency followed by PEM fellowship (Peds-PEM); emergency medicine residency followed by PEM fellowship (EM-PEM); and combined EM and pediatrics residency (EM&Peds). Many physicians have elected to pursue career pathways focused on the care of children in the emergency setting. Focused training toward such a profession began in a nonaccredited format in the early 1980s.1. There are three distinct training pathways available to medical students considering a career in pediatric emergency medicine (EM): a three-year pediatric residency followed by a three-year PEM fellowship (Peds-PEM); a three- to four-year EM residency followed by a two-year PEM fellowship (EM-PEM); and a five-year combined EM and pediatrics residency (EM&Peds). All three pathways provide pediatric emergency care training in excess of what is required by the Accreditation Council for Graduate Medical Education (ACGME) training guidelines for both EM and pediatric residencies.[2,3,4] Peds-PEM and EMPEM pathways were established in the 1990s by the ABP
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