Health professions educators often use social media to share knowledge; however, it is unclear what specific dissemination and knowledge translation (KT) processes are occurring and the implications of this sharing for health professions education (HPE). This study explored how educators have used social media as a mechanism of dissemination and KT in the literature. A critical scoping review methodology, informed by Engeström's Activity Theory, was employed. Twelve databases were searched and studies that: (a) addressed health professions educators; (b) described the use of social media for dissemination or KT; (c) focused on a regulated health profession; (d) focused on undergraduate or graduate education; and (e) were published in English or French between 2011 and 2021 were included. Data were analyzed using numerical and qualitative content analyses. Of the 4859 articles screened, 37 were eligible for inclusion. Social media may facilitate knowledge sharing in HPE, but there is a lack of conceptual clarity on what is meant by 'dissemination' and 'KT'. Who is responsible for sharing knowledge, what knowledge is being shared, and the target audiences are not always clear. Multiple factors (e.g., affordances, opportunity costs) influence how social media is used as a mechanism of dissemination, and it remains unclear whether and how it is used as a mechanism of KT. Concepts like KT and dissemination, which are often borrowed from other disciplines, must be critically evaluated for their relevance and suitability if they are to be appropriately applied to HPE and in particular to social media. Educators looking to use social media to teach students about KT should consider whether this use of technology truly aligns with their stated learning outcomes.

中文翻译：

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社交媒体作为卫生专业教育者传播和知识转化的机制：范围界定审查。

卫生专业教育工作者经常使用社交媒体分享知识；然而，目前尚不清楚正在发生哪些具体的传播和知识转化（KT）过程以及这种共享对健康专业教育（HPE）的影响。本研究探讨了教育工作者如何使用社交媒体作为文献传播和知识传播的机制。采用了受 Engeström 活动理论启发的关键范围界定审查方法。检索了 12 个数据库并进行了以下研究： (a) 针对卫生专业教育工作者；(b) 描述使用社交媒体进行传播或 KT；(c) 重点关注受监管的卫生专业；(d) 侧重于本科或研究生教育；(e) 2011 年至 2021 年间以英文或法文出版的作品均包含在内。使用数值和定性内容分析来分析数据。在筛选的 4859 篇文章中，有 37 篇符合纳入条件。社交媒体可能有助于慧与的知识共享，但对于“传播”和“KT”的含义缺乏概念清晰性。谁负责共享知识、共享什么知识以及目标受众并不总是很清楚。多种因素（例如可供性、机会成本）影响社交媒体如何用作传播机制，并且尚不清楚它是否以及如何用作 KT 机制。KT 和传播等概念经常从其他学科借用，如果要适当地应用于 HPE，特别是社交媒体，就必须严格评估其相关性和适用性。希望使用社交媒体向学生传授 KT 知识的教育者应该考虑这种技术的使用是否真正符合他们所说的学习成果。