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<p>This explanatory sequential mixed-methods study examined how professional social media learning behaviors relate to learning engagement and perceived educational outcomes among Chinese medical students. Survey data from 350 students across four universities were analyzed using confirmatory factor analysis and structural equation modeling, followed by interviews with 18 students. Professional social media learning behaviors included information seeking, observing professional discourse, peer knowledge exchange, and academic discussion participation. Results showed that these behaviors were positively associated with learning engagement, which in turn was positively associated with perceived learning effectiveness, academic confidence, and perceived professional development. Engagement partially mediated the relationship between professional social media learning and perceived outcomes. Interview findings indicated that professional social media functioned as a flexible supplementary learning environment supporting concept clarification, peer interaction, and professional sense-making, while also requiring critical evaluation and selective use. The findings suggest that the educational value of professional social media depends on how students engage with it.</p>

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Professional social media learning and engagement in medical education: an explanatory sequential mixed-methods study of Chinese medical students’ digital learning practices

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月9日

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  • Yulei Xie¹,
  • Wang Lulu,
  • Hedi Ye,
  • Zhi Chen

摘要

This explanatory sequential mixed-methods study examined how professional social media learning behaviors relate to learning engagement and perceived educational outcomes among Chinese medical students. Survey data from 350 students across four universities were analyzed using confirmatory factor analysis and structural equation modeling, followed by interviews with 18 students. Professional social media learning behaviors included information seeking, observing professional discourse, peer knowledge exchange, and academic discussion participation. Results showed that these behaviors were positively associated with learning engagement, which in turn was positively associated with perceived learning effectiveness, academic confidence, and perceived professional development. Engagement partially mediated the relationship between professional social media learning and perceived outcomes. Interview findings indicated that professional social media functioned as a flexible supplementary learning environment supporting concept clarification, peer interaction, and professional sense-making, while also requiring critical evaluation and selective use. The findings suggest that the educational value of professional social media depends on how students engage with it.