Beyond the Hype: A Scoping Review of TikTok's Potential and Pitfalls in Clinical Education

IF 1.2 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher Pub Date : 2026-04-11 DOI:10.1111/tct.70413

Hester Lacey, Sara Donetto, Jim Price, Wajeeha Aziz

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引用次数: 0

Abstract

Introduction

Multimedia, including TikTok, is increasingly predominant for asynchronous and synchronous learning. This scoping review aimed to determine the role of TikTok for clinical education, including assessment of learning benefits, limitations, accessibility, acceptability and feasibility.

Methods

We conducted a scoping review following Joanna Briggs Institute's (JBI) guidelines. Literature eligibility criteria included any literature discussing TikTok for clinical education. Findings were narratively synthesised on a bespoke data collection tool and analysed.

Results

This review highlighted both strengths and risks relating to TikTok for clinical education. Identified strengths included benefits for student engagement and enjoyment from learning, improving accessibility and acceptability of learning content and opportunities for advocacy and outreach. The scope of educational opportunities included direct learning of clinical information, academic discourse and dissemination and professional networking. Learning benefits related to integrative multimedia pedagody and reduction of learner cognitive load, which optimised the learning potential from content viewed. Benefits detailed were predominantly conceptual, with a lack of studies analysing TikTok educational use and risk of bias from studies high. Risks and challenges relating to TikTok were notable, including cybersecurity, misinformation, addiction and exploitation risks from social media use, as well as a lack of professional guidance and legislation.

Conclusions

While TikTok has potential, its integration into clinical education remains limited by risks. Ethical considerations limit the feasibility and justifiability of learner and educator use. Without formal legislation, governance, resource provision and training, the use of TikTok by clinical educators is practically unrealistic and offers unacceptable educational, academic, personal and professional risks to both learners and educators.

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超越炒作：对TikTok在临床教育中的潜力和陷阱的范围审查。

简介：包括TikTok在内的多媒体在异步和同步学习中越来越占主导地位。这项范围审查旨在确定TikTok在临床教育中的作用，包括评估学习益处、局限性、可及性、可接受性和可行性。方法：我们按照乔安娜布里格斯研究所（JBI）的指导方针进行了范围审查。文献资格标准包括任何讨论TikTok用于临床教育的文献。研究结果在定制的数据收集工具上进行了叙述性的综合，并进行了分析。结果：这篇综述强调了TikTok用于临床教育的优势和风险。确定的优势包括有利于学生参与和享受学习，提高学习内容的可及性和可接受性，以及宣传和推广的机会。教育机会的范围包括直接学习临床信息、学术演讲和传播以及专业网络。学习效益与综合多媒体教学和减少学习者认知负荷有关，这优化了从所观看的内容中学习的潜力。详细描述的好处主要是概念性的，缺乏分析TikTok教育用途的研究，研究偏差的风险很高。与TikTok相关的风险和挑战值得注意，包括网络安全、错误信息、社交媒体使用带来的成瘾和剥削风险，以及缺乏专业指导和立法。结论：尽管TikTok有潜力，但其融入临床教育的风险仍然有限。伦理考虑限制了学习者和教育者使用的可行性和合理性。如果没有正式的立法、治理、资源提供和培训，临床教育工作者使用TikTok实际上是不现实的，并给学习者和教育工作者带来了不可接受的教育、学术、个人和职业风险。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-

CiteScore

2.90

自引率

5.60%

发文量

113

期刊介绍： The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.