The role of social media and generative-ai in self-directed learning among respiratory therapy interns: a qualitative study

Social media and generative artificial intelligence (GenAI) are increasingly integrated into healthcare education and have the potential to enhance self-directed learning (SDL). Although these technologies are widely used by healthcare students, little is known about how respiratory therapy interns use social media and GenAI to support their SDL during clinical training. This qualitative study adopted an interpretivist approach to explore respiratory therapy interns’ experiences of using social media and generative artificial intelligence (GenAI) to support self-directed learning (SDL). A total population sampling strategy was employed, whereby all 25 eligible respiratory therapy interns undertaking their internship at one Saudi hospital were invited to participate. Nineteen interns consented to participate and completed semi-structured interviews. Data were analyzed using Braun and Clarke’s thematic analysis. Four themes were identified. First, participants conceptualized SDL as an independent learning process in which they assumed responsibility for identifying learning needs and seeking knowledge using digital resources. Second, social media supported SDL by providing accessible educational content, facilitating peer learning and collaboration, identifying learning needs, and supporting examination preparation. Third, GenAI functioned as a personalized learning assistant by simplifying complex concepts, summarizing learning materials and generating practice questions. Finally, participants stressed the importance of responsible use of digital technologies by critically evaluating information, verifying content using trusted sources and recognizing challenges including misinformation, distraction, plagiarism concerns and overreliance on GenAI. Respiratory therapy interns have integrated social media and GenAI into their self-directed learning in both academic and clinical contexts. These technologies complement rather than replace traditional learning resources and may enhance learner autonomy when used critically and responsibly. Healthcare education programs should enable students to develop AI literacy and self-directed learning skills to optimize the educational benefits of emerging technologies while promoting effective use.