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On pages 14 and 18 the text discusses the ethical considerations for researchers concerning their conduct and the design of the study.
Please read the following study:
Alanzi, T., & Al-Habib, D. K. (2020). The Use of Social Media by Healthcare Quality Personnel in Saudi Arabia. Journal of Environmental & Public Health, 1–9. https://doi.org/10.1155/2020/1417478
When considering research from the perspective of ethical and legal concerns around research in the Kingdom of Saudi Arabia.
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Research Article
The Use of Social Media by Healthcare Quality Personnel in
Saudi Arabia
Turki Alanzi 1 and Doaa Khalid Al-Habib2
1Health Information Management and Technology Department, College of Public Health,
Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
2Royal Commission Hospital, Jubail, Saudi Arabia
Correspondence should be addressed to Turki Alanzi; talanzi@iau.edu.sa
Received 28 November 2019; Revised 7 April 2020; Accepted 6 May 2020; Published 22 May 202
0
Academic Editor: Stefano Capolongo
Copyright © 2020 Turki Alanzi and Doaa Khalid Al-Habib. /is is an open access article distributed under the Creative Commons
Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is
properly cited.
Purpose. /e objective of this research was to investigate the use of social media for educational purposes by healthcare quality personnel in
Saudi Arabia. Participants and Methods. A cross-sectional design study was carried out with 78 healthcare quality employees working in
different hospitals in Saudi Arabia. /e survey was distributed through WhatsApp, and the data were collected during November 2019. /e
results were analyzed and expressed in percentages using basic statistic tools. Results. More than half of the participants (74.36%) were under
40 years old, and the gender was equally distributed among them. /e participants used the following social media in decreasing order for
educational purposes: YouTube, Twitter, LinkedIn, Snapchat, Instagram, and Facebook. /e largest proportion of them employed YouTube,
and the least used social media network was Facebook. /e majority of them (58.87%) employed these platforms more than 3 hours daily.
Most respondents (82%) agreed that social media can be used to educate on healthcare quality topics, and YouTube was the preferred
platform for this goal. /e reasons for using social media for professional purposes were networking (27%), education and professional
development (24%), and health promotion (13%). Most of the responses considered that social media networks were somehow helpful and
very helpful for improving knowledge about the profession (96.20%), improving creativity (90%), improving decision making (83.33%),
improving critical skills (80.77%), and improving problem-solving abilities (79.49%). Conclusion. /e findings showed that a high per-
centage of the healthcare quality personnel in Saudi Arabia used social media for educational purposes, and the most used platform for this
objective was YouTube. /e results suggested that social media can be potentially useful to perceive healthcare quality in the Kingdom of
Saudi Arabia.
1. Introduction
According to the definition of Kaplan et al., social media is “a
group of Internet-based applications that build on the
ideological and technological foundations of Web 2.0, allow
the creation and exchange of user-generated content [1].”
Ventola also suggested that “the definition of social media is
broad and constantly evolving. /e term generally refers to
Internet-based tools that allow individuals and communities
to gather and communicate; to share information, ideas,
personal messages, images, and other contents; and, in some
cases, to collaborate with other users in real time [2].”
Globally, social media platforms are useful tools for
healthcare professionals, and they can be used for different
purposes such as education; professional development; job
search; health promotion; personal promotion; communi-
cation with patients, colleagues, and students; dissemination
of information about health; discussion of public health
policies; and analysis of various issues related to general
health topics [2]. In this regard, several medical specialties
such as pediatrics, radiology, oncology, pathology, cardi-
ology, emergency and critical care, nursing, surgery, den-
tistry, pharmacy, health care quality, and others have used
social media for many of the purposes previously mentioned
[3–9].
Also, some specific applications about the use of social
media to improve health education in different specialties of
the medical field are presented in numerous previous studies
Hindawi
Journal of Environmental and Public Health
Volume 2020, Article ID 1417478, 9 pages
https://doi.org/10.1155/2020/1417478
mailto:talanzi@iau.edu.sa
https://orcid.org/0000-0001-6598-127
4
https://creativecommons.org/licenses/by/4.0/
https://creativecommons.org/licenses/by/4.0/
https://doi.org/10.1155/2020/1417478
[10–26]. For example, one of these studies shows a page
published on Facebook about anatomy topics that medical
students have considered as an efficient alternative to
learning about human anatomy [25]. Another page also
published on Facebook has been useful for a group of /ai
students interested in understanding the genitourinary
system [26]. Likewise, Ghahramani et al. highlighted the
interest of medical students and professionals in the use of
social networks for education and professional training in
cardiology [17]. Also, several specialists in the field of
medicine considered that social networks such as Facebook,
Twitter, and others are useful for education, thanks to the
possibility of sending images such as electrocardiograms,
articles, scientific illustrations, videos, audios, and a wide
variety of information that contribute to the educational
process of medical professionals [23]. In another study
conducted in Saudi Arabia, students were found to be
comfortable and satisfied when using WhatsApp as a useful
tool for learning in a health informatics course [24]. Besides,
Ranginwala et al. emphasized the importance of social
networks such as Twitter and Instagram in radiological
education; the authors described how these tools can be used
to send messages on topics of medical interest, research
summaries, anatomical images, videos, and other types of
information beneficial in radiology education [5].
Furthermore, health professionals have used social
media platforms such as Facebook, YouTube, Twitter,
WhatsApp, Snapchat, Instagram, LinkedIn, and others to
promote learning and improve the theoretical and practical
knowledge of the profession, research, publish, and dis-
seminate relevant scientific information [2, 3, 10, 27–33].
For instance, some of these cited studies indicated the
importance of social media in knowledge sharing and
continuing education; the use of social media in teaching
and learning in medical education through participatory
models; the possibility of using social media as an open-
learning resource in medical education; the importance of
social media in clinical research; and the role of doctors in
the dissemination of health information [10, 29, 30, 32, 33].
On the other hand, additionally to the benefits provided
by social media to communicate, learn, and improve edu-
cation and medical practice, several authors have warned
about the barriers, risks, harms, and ethical problems in-
volved in the inappropriate use of these communication
media [2, 27, 30]. In particular, they commented that some
of the information published on social media is inaccurate or
not well supported scientifically, and believe that sometimes
the published information can affect the privacy of patients
or doctors. /erefore, some authors think that the students
and teachers should critically evaluate the contents available
in social media because, sometimes, the published infor-
mation is not precise or exact [34–36].
Regarding healthcare quality departments whose general
mission is to promote safety, quality, and protect patients
and health care personnel in hospitals, it was noted that only
a few articles on the use of social media have been published
in this field [9, 37–41]. In this regard, Ranney et al. remarked
that the use of social media in quality healthcare is a
promising nascent field [9]. /is observation can be seen in
the works of Padrez et al. and Hawkins et al. [38, 39]. /e
first of these studies suggested that connecting social media
and medical record data can be useful to observe the quality
of healthcare [38]. Similarly, the second study found that
patient tweets from several hospitals in the United States
could serve to perceive the quality of care of these institu-
tions [39]. However, there are no specific studies on the use
of social media for educational purposes by providers of
quality healthcare.
Concerning Saudi Arabia, there has been no study re-
lated to this subject. But, considering the high penetration
rate of social media in this country, it is possible to suggest
that there is potential to use social networks to improve the
healthcare quality in the Kingdom of Saudi Arabia [42].
/erefore, the objective of this research was to investigate
the use of social media for educational purposes by
healthcare quality personnel in Saudi Arabia. In particular,
this study will contribute to raising awareness of the im-
portance of social media in the educational training of
quality healthcare providers in this country.
2. Materials and Methods
2.1. Study Settings and Participants. A cross-sectional design
study was carried out using an online-based questionnaire to
know the opinion of the healthcare quality employees on the
use of social media as an educational tool in Saudi Arabia. In
other words, our research question was to find out if social
media can be used as a tool to improve the education of
quality healthcare providers in this country. /e number of
participants was 78 healthcare quality employees working in
different hospitals in Saudi Arabia. /e completion of the
questionnaire was considered to imply informed consent to
participate in the study, and the ethical approval was ob-
tained from the Institutional Review Board of the Iman
Abdulrahman Bin Faisal University. /e ethical approval
referring number was IRB-PGS-2019-03-90.
Figure 1 shows a diagram of the methodological pro-
cedure used in this research. According to this scheme, the
main sequential steps of the research survey were as follows:
(1) the design of the questionnaire; (2) validation and as-
sessment of the reliability of the questionnaire; (3) selection
of the sample of participants; (4) distribution of the ques-
tionnaire survey to the participants through WhatsApp
groups; (5) data collection; and (6) application of the in-
clusion and exclusion criteria.
2.2. Design and Description of the Questionnaire. /e ques-
tionnaire of the survey was designed based on a model de-
veloped by Alsobayel in a previous study [43]. /e only
difference between the published questionnaire and the one
used in this study was the objective. Alsobayel designed the
questionnaire to investigate the use of social media for pro-
fessional purposes. But, we used the mentioned questionnaire
to examine the use of social media for educational purposes by
the quality healthcare professional in Saudi Arabia. /e experts
who examined the questionnaire agreed with the proposed
questionnaire. /e questionnaire is shown in Appendix.
2 Journal of Environmental and Public Health
/e survey questionnaire consisted of 10 questions. Most
of the questions were multiple choice questions. /e first part
of the survey contained 4 questions about the demographic
information of the participants: age, gender, level of educa-
tion, and working field. And, the second part of the ques-
tionnaire involved 6 questions concerned with the use of
social media as an educational tool. /e questions of the
second part of the survey were related to the type of social
media applications used by the participants for education
purposes: Facebook, Twitter, Instagram, LinkedIn, YouTube,
and Snapchat; daily hours of use of social media; reasons for
using social media networks professionally; use of social
media networks for improving knowledge about healthcare
quality; rating the use of different social media application for
education and professional development; and rating the
impact of this use on professional development and practice
on improving knowledge, critical thinking, problem-solving
abilities, creativity, and professional decision making.
2.3. Validation and Reliability of the Questionnaire. /e
questionnaire was validated by 3 experts who agreed with the
proposed questionnaire.
Furthermore, the reliability of the questionnaire was
verified by carrying out 3 pilot tests with 5 participants each.
Participant responses were found to be similar overall. /ese
tests suggested that the questionnaire was valid and reliable.
2.4.SelectionoftheSampleofParticipants. /e questionnaire
was sent to 450 healthcare providers from Saudi Arabia
belonging to the WhatsApp groups. However, only a sample
of 115 healthcare providers (25.56%) responded to the
questionnaire. /e flowchart of the population is presented
in Figure 2. /e figure indicates that the number of dis-
tributed questionnaires was 450. Also, 115 quality field
healthcare providers were willing to participate. 37 in-
complete questionnaires were received and excluded. /e
number of included questionnaires was 78.
2.5. Distribution of the Questionnaire Survey to the
Participants. /e survey was distributed among the par-
ticipants through the WhatsApp groups available in Saudi
Arabia for healthcare providers. /e questionnaire was
anonymous.
2.6. Data Collection. /e data of the survey were collected
and analyzed using the online website QuestionPro. /e
survey distributed among the participants through What-
sApp, and data was collected using WhatsApp platform
during November 2019. /e questionnaire was available
through the following link [44]. /e privacy of the partic-
ipants was kept by storing the data in a codified version on
the Unit Server.
2.7. Inclusion and Exclusion Criteria. After data collection,
we applied the inclusion and exclusion criteria assumed in
this study. We only included male and female staff working
in the field of quality healthcare in Saudi Arabia. /e rest of
the participants were excluded. A group of 78 participants
met the inclusion criteria. /is sample size was small because
the number of quality healthcare employees is not very high
in most hospitals in Saudi Arabia.
2.8. Data Analysis. /e survey data were analyzed using
basic statistic tools, and the results are presented in tables
and figures in terms of percentages relative to the total
number of participants. /e mean and the standard devi-
ation of the data were calculated using the survey website.
3. Results
Table 1 shows the demographic data of the participants, and
we can observe that the majority of them (74.36%) were
under 40 years old, while the gender was equally distributed
among them: male 50% and female 50%. Also, almost half of
the respondents (46%) had a bachelor’s degree, and the rest
of them were diploma, master, and doctorate holders. All the
participants were working in the field of quality healthcare.
Concerning the use of social media for improving
knowledge among quality healthcare providers, Figure 3
Questionnaire design based on a literature source
Validation and reliability of the questionnaire
Selection of the sample of participants
Distribution of the questionnaire through whatsapp groups
Data collection
Application of the inclusion and exclusion criteria
Data analysis
Figure 1: Sequence of the steps used in the methodology procedure
(n � 78).
Journal of Environmental and Public Health 3
shows that most of the respondents used YouTube for this
purpose. /is figure also indicated that the least used social
media network for this objective was Facebook. /e re-
sponses were expressed in terms of never, rarely, most of the
time, and at all times.
Table 2 gives us an idea about the time of use of social
media by the participants, and it can be observed that the
majority of them (58.87%) used these platforms more than 3
hours daily (29.49%).
Regarding the use of social media networks to improve
knowledge about healthcare quality, most of the respondents
(82%) agreed that social media networks can be used for this
purpose.
Alike, in Figure 4, we can observe the impact of using
social media networks on education and professional de-
velopment. /e participants rated the impact in terms of
very helpful, somehow helpful, and not at all helpful. Most of
the responses agreed that all the listed social media were
somehow helpful and very helpful for improving knowledge
about the profession (96.20%), improving creativity (90%),
improving decision making (83.33%), improving critical
skills (80.77%), and improving problem-solving abilities
(79.49%).
/e reasons for using social media for professional
purposes are shown in Figure 5. Here, we observe that the
participants employed social media mostly for networking
(27%), education and professional development (24%), and
health promotion (13%).
4. Discussion
/e general findings of this study suggested that the use of social
media networks was beneficial for the education of the per-
sonnel working in the field of quality healthcare in Saudi Arabia.
Regarding the social media platforms used by the par-
ticipants for education, Figure 3 shows that the participants
utilized the most common social media networks available
in Saudi Arabia in the following decreasing order: YouTube,
Twitter, LinkedIn, Snapchat, Instagram, and Facebook. /e
largest proportion of them employed YouTube, and the least
used social media network was Facebook. Concerning these
results, a study conducted in Saudi Arabia also found that
YouTube was the most used social network for the education
of medical students [45]. Likewise, in another investigation
carried out in the United States, it was observed that the
majority of the students of a continuing medical education
course used YouTube for educational purposes [46]. On the
other hand, it is pertinent to comment that although
YouTube was used preferentially in our study for improving
knowledge about healthcare quality, some authors have
criticized the use of YouTube for educational purposes
because the content is not supervised [47].
As indicated in the results section, the majority of
participants (82%) pointed out that they used the social
media mentioned previously for improving knowledge
about healthcare quality. /is high percentage suggested that
social media networks were widely used by the participants
for education in healthcare quality that can be shared and
Table 1: Demographic data (n � 78).
Characteristic n %
Age
21–30 14 17.9
5
31–40 44 56.
41
41–50 16 20.51
51–70 4 5.
13
Mean 2.13
Standard deviation 0.76
Variance 0.58
Gender
Male 39
50
Female 39 50
Mean 1.50
Standard deviation 0.50
Variance 0.
25
Professional qualification
Diploma 4 5.13
Bachelor 36 46.
15
Master 29 37.
18
Doctorate 9 11.54
Mean 2.55
Standard deviation 0.77
Variance 0.59
Number of questionnaires distributed
(450)
Number of people willing to participate
(115)
Number of incomplete questionnaires received
(37)
Number of included questionnaires
(78)
Number of excluded questionnaires
(37)
Figure 2: Flowchart of the population (n � 78).
4 Journal of Environmental and Public Health
accessed easily through these platforms. Related to this
finding, various studies have shown that social media net-
works can be employed as useful instruments for education
in diverse medical specialties such as anatomy, neurology,
cardiology, odontology, radiology, oncology, nursing,
pharmacy, and other areas of the medical field [5, 11–25].
/ese networks can be used as a complementary tool to
create a suitable environment for education because they
contribute to improve the teaching-learning process and
help the understanding of theoretical and practical knowl-
edge in medical schools [25, 26, 34, 48, 49]. Also, most of the
students feel satisfied and engaged when social media net-
works and other tools are incorporated as an educational
strategy in medical education [26, 48, 50].
On the impact of the use of social media in quality
healthcare education, Figure 4 depicts that according to the
opinion of the participants, these tools helped improve
knowledge about the profession, creativity, professional
decision making, critical skills, and problem-solving skills.
/e development of these abilities is important in any ed-
ucational process because they contribute to enhancing
innovation skills, learning competencies, communication
capabilities, academic performance, evaluation judgment,
social success, abilities to make good decisions, and so forth
[51, 52]. On this subject, in a previous study, it was observed
that social media were beneficial for improving knowledge
about the profession [43]. In relation to this outcome, it is
important to mention that social media networks have been
extensively used in medical education, and they can be a
useful instrument for this purpose when implemented
correctly [53]. On the other hand, it is important to mention
that only a relatively low proportion of the participants
believed that social media networks were not at all helpful
for education purposes.
As can be seen in Figure 5, the first reason why the
participants used social media professionally was for
networking (26.79%), which is expected since people
usually use social media to connect and network for dif-
ferent purposes. /e second reason for using these plat-
forms was education and professional development
(24.11%), which is the focus of our work. Here, we see that
almost a quarter of the healthcare quality personnel
employed social media for educational purposes. As a
comparison, a similar result was observed in a radiology
department in Saudi Arabia where 21.1% of the personnel
employed social media for study [54]. It is relevant to
highlight that education contributes to the acquisition of
knowledge, skills, competencies, abilities, and effective
procedures that benefit professional development [55].
Additionally, participants used social media for other
reasons such as self-promotion, employment and research
opportunities, and health promotion.
In general, our results coincide with the findings of some
studies that have also found that social media were useful to
improve the theoretical and practical knowledge of the
medical profession [25, 26, 34, 48, 49, 56]. For example,
Alshakhs et al. found that almost half of healthcare providers
felt that social media was useful for improving knowledge
about the profession [57]. Also, Almaiman et al. observed
12
31
31
49 49
53
14
23
21 22
32
24
46
28
36
21
13
18
28
18
13
9
6 5
0
10
20
30
40
50
60
YouTube LinkedIn Twitter Snapchat Instagram
Never
Rarely
Most of the time
All the time
Pe
rc
en
t
Figure 3: Social media networks used for improving knowledge about healthcare quality (n � 78).
Table 2: Daily social media usage (n � 78).
Hours used n %
Less than an hour 9 11.54
Up to 2 hours 23 29.49
Up to 3 hours 16 20.51
Up to 4 hours 14 17.95
Up to 5 hours 16 20.51
Mean 3.06
Standard deviation 1.33
Variance 1.78
Journal of Environmental and Public Health 5
that social media improved the knowledge and practice of
health professionals [56].
/e main limitation of this study was the small
sample size of the participants. In this regard, it should be
noted that the number of quality health workers is not
very high in most hospitals in Saudi Arabia; so, for this
reason, we believe the sample size was small. Another
limitation of our study was related to the fact that it was
not possible to infer the implications of the results on the
methodological, theoretical, and practical aspects of
health education. Furthermore, we could not frame our
research within the framework of any communication
theory. Likewise, another deficiency of this investigation
was that we did not contextualize this study with the
reality of the health sector in Saudi Arabia. In other
words, we were unable to deduce how sociocultural and
demographic factors may affect the results of this re-
search. Alike, we did not investigate whether there were
differences between professionals regarding the hours
used, the improvement of knowledge, or the reasons for
using social media.
In future studies, we will try to increase the sample size
by incorporating people from the majority of the healthcare
quality departments of the Saudi Arabian hospitals. Also, we
will try to overcome the other mentioned limitations.
Furthermore, we will investigate the use of social networks to
perceive the quality of medical care in the Kingdom of Saudi
Arabia.
27
24
18 18
13
0
5
10
15
20
25
30
Networking Education and
professional
development
Self promotion Employment and
research
opportunities
Health promotion
Pe
rc
en
t
Figure 5: Reasons for using social media for professional purposes (n � 78).
4
19
21
10
17
53
57
51
49
53
43
24
28
41
31
0
10
20
30
40
50
60
Improving
knowledge
Improving
critical
skills
Improving
problem-solving
skills
Improving
creativity
Improving
decision making
Not at all helpful
Somehow helpful
Very helpful
Pe
rc
en
t
Figure 4: Impact of using social media on education and professional development (n � 78).
6 Journal of Environmental and Public Health
Also, it is pertinent to comment that this study has been
the first one carried out in Saudi Arabia to find out if social
networks were used for educational purposes by quality
healthcare employees.
5. Conclusion
/e findings showed that a high percentage of the healthcare
quality personnel in Saudi Arabia used social media net-
works for improving education and that the most used
platform for this purpose was YouTube. /e results sug-
gested that social media can be potentially useful to perceive
healthcare quality in the Kingdom of Saudi Arabia.
Appendix
Survey questionnaire.
(1) Age (years)
( ) 21–30
( ) 31–40
( ) 41–50
( ) 51–70
(2) Gender
( ) Male
( ) Female
(3) Nationality
(4) Professional qualification
( ) Diploma
( ) Bachelor
( ) Master
( ) Doctorate
(5) Working in healthcare quality field
( ) Yes
( ) No
(6) Which of the following social media networks do
you use? Select one or more
( ) Facebook
( )
( )
( )
( )
YouTube
( )
Snapchat
(7) How much time do you usually spend using social
media networks on daily basis?
( ) Less than 1 hour
( ) Up to 2 hours
( ) Up to 3 hours
( ) Up to 4 hours
( ) Up to 5 hours
(8) What are the reasons for using social media net-
works professionally? Choose one or more
( ) Networking
( ) Health promotion
( ) Employment and research opportunities
( ) Education and professional development
( ) Self-promotion
(9) Rate the impact of using social media networks on
your professional development and practice.
Rarely
( )
( )
( )
( )
( )
( )
Most of the time
( )
( )
( )
( )
( )
( )
All the time
( )
( )
( )
( )
( )
( )
Never
( )
( )
( )
( )
( )
( )
Facebook
Twitter
Instagram
LinkedIn
YouTube
Snapchat
( )
( )
( )
( )
( )
( )
(10) Rate the impact of using social media networks on
your professional development and practice.
Improving knowledge about your profession
( ) Not at all helpful
( ) Somehow helpful
( ) Very helpful
Improving critical skills
( ) Not at all helpful
( ) Somehow helpful
( ) Very helpful
Improving problem-solving skills
( ) Not at all helpful
( ) Somehow helpful
( ) Very helpful
Improving creativity
( ) Not at all helpful
( ) Somehow helpful
( ) Very helpful
Improving professional decision making
( ) Not at all helpful
( ) Somehow helpful
( ) Very helpful
Data Availability
/e data used to support the findings of this study are
available from the corresponding author upon request.
Conflicts of Interest
/ere are no conflicts of interest.
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