Knowledge and use of academic social networking tools among Nigerian physiotherapy educators

Abstract

Background and aimThe advent of academic social networking tools (ASNTs) has brought a paradigm shift to academic culture and practice dynamics; however, there is an apparent dearth of information on its adoption among health professions academics in developing countries. This study aimed to assess knowledge, use, and perceptions of ASNTs among physiotherapy educators in Nigeria.MethodsThis cross-sectional study involved 20 consented physiotherapy educators from five universities in South-west Nigeria offering physiotherapy degrees. A self-administered questionnaire with adequate face and content validity was employed to assess knowledge, perception, barriers, and use of ASNTs. Descriptive statistics of frequency and percentages were applied.ResultsA majority of the respondents had knowledge and utilized ASNTs such as Research Gate (80%), Google Scholar (80%), Google Plus (70%), LinkedIn (50%), and Academia.edu (50%). Mynetresearch (5%) and Lameresearch (5%) were not popular, while Llaslo.com, Quarzy, and Myscience.ch were not known. ASNTs were used to raise personal profiles in the research community (100%), publicize research (95%), share authorized content (85%), attract funds (65%), attract future employers (65%), and actively discuss research and discover job opportunities (45%). Electricity failure (70%), lack of infrastructural facilities (70%), unavailability of internet facilities (60%), lack of technical knowhow (45%), time constraints (45%), and personal factors (45%) were the significant barriers in utilizing ASNTs.ConclusionNigerian physiotherapy educators were knowledgeable and adopted most ASNTs. Power failure, lack of technical know-how, infrastructural and internet facilities, and personal factors limit the utilization of ASNTs among Nigerian physiotherapy educators.