Learning Cybercivility: A Qualitative Needs Assessment of Health Professions Students

Abstract

Background: Literature on cyberincivility in health professions education has mainly focused on intraprofessional communication. This study explored health professions students' experiences with cyberincivility, as well as their perspectives on interprofessional cybercivility learning. Method: This qualitative study used semistructured interviews with a purposive sample of 25 students in nursing, medicine, physician assistant, or physical therapy programs at a private university in the United States. Thematic analysis was used to identify recurrent patterns in the data. Results: Students defined cyberincivility in various ways and shared experiences of uncivil communication in virtual communities. They also expressed great interest in learning cybercivility in the context of interprofessional education. Diverse learning preferences were suggested. Conclusion: This study highlights the importance and benefits of establishing interprofessional cybercivility learning programs to improve student interactions in the virtual environment. Future research should explore professional differences and similarities in how learners experience cyberincivility and its influence on their roles as future health care providers.