Arguments for my position:
Argument #1: Social networking sites are an efficient platform for students to share and learn information from.

• "Surfing in the academic social media creates more friendly relationships. Online programs enable instructors to feel closer to the learners who are mainly from younger generation and have boundary barriers. Many students are reluctant to ask questions in the classroom environment. Yet, they become more interactive in the social media" (Fahimi, 2018, p. 802).

• "In FGDs, more than 60% of the students admitted generating interest in pathology after the introduction of case-based learning (CBL) [sic] and almost all students admitted that cases posted through the WhatsApp messenger gave them freedom to discuss with their group mates, share views, increase understanding of topics, and helped create a wholesome picture" (Grover, Garg, and Sood, 2020, p. 20).
  

• "But, beyond these limitations students still advocated that CBL promoted cooperation and their random distribution in groups enhanced their interpersonal communication (67%) without hindering group functioning" (Grover, Garg, and Sood, 2020, p. 20).

Argument #2: Response time to certain situations could be more convenient if medical professionals had access to their patients' SNS pages, where many post about how they are feeling or what they are doing.

• Subtle language-based cues and predictive models can distinguish users who would go on to attempt suicide with a success rate many times better than clinicians' (who only see the patients every so often) ability to identify those risk factors (Lyons, 2019, p. 17).

• "An ethically robust framework that allows doctors to engage positively with this digital dimension of patients' lives could increase the availability of clinical and risk related information while ensuring patient autonomy and professional boundaries are upheld" (Maughan and Economou, 2015, p. 205).

Argument #3: Diagnoses could be less general and better tailored to an individual's lifestyle, since medical professionals can gain a lot of knowledge about their patient from their SNS pages.

• "During the long gaps between clinical encounters, many people create a rich window into their daily thoughts, feelings and lives through their use of social media" (Lyons, 2019, p. 17).

• "SNS have become a central part of our patients' everyday lives and are therefore a forum where signs of metal illness may be expressed" (Maughan and Economou, 2015, p. 205).

Sources:

Fahimi, F. (2018). Social media: an innovative and effective tool for educational and

research purposes of the pharmaceutical and medical professionals. Iranian Journal of Pharmaceutical Research, 17(3), 801-803. Retrieved from http://web.b.ebscohost.com.libproxy.adelphi.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=2cfbc1a7-1a7f-42c9-adb5-ba3e289daaa6%40pdc-v-sessmgr01 

Grover, S., Garg, B., & Sood, N. (2020). Introduction of case-based learning aided by whatsapp messenger in pathology teaching for medical students. Journal of Postgraduate Medicine, 66(1), 17-22. doi:10.2103/jpgm.JPGM_2_19

           Database: Academic Search Complete

Lyons, C.L. (2019, July 12). Suicide crisis. CQ Researcher, 29, 1-60. Retrieved from

http://library.cqpress.com.libproxy.adelphi.edu/cqresearcher/document.php?id=cqresrre2019071200

type=hitlist&num=1

Maughan, D., & Economou, A. (2015). Social networking sites: a clinical dilemma? Journal of Medical Ethics, 41(2), 203-205. Retrieved from www.jstor.org/stable/43316797