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Dash NR, Hasswan AA, Dias JM, Abdullah N, Eladl MA, Khalaf K, Farooq A, Guraya SY. The educational use of social networking sites among medical and health sciences students: a cross campus interventional study. BMC Med Educ 2022; 22:525. [PMID: 35786406 PMCID: PMC9251038 DOI: 10.1186/s12909-022-03569-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Accepted: 06/16/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND In recent years, social networking sites (SNSs) have evolved beyond connection and networking to become a powerful instructional tool. There is still a dearth of knowledge on the professional use of SNSs for education particularly among students from diverse backgrounds. This study examined the extent and pattern of SNSs usage for education across six institutions and then conducted an interventional workshop to fortify and regulate the educational use of SNSs. METHODS This multicenter study was done in two phases. In the first phase, an online cross-sectional survey using a validated inventory was administered to determine the prevalence, extent, and preferences of SNSs usage by undergraduate students in medicine, health sciences and dentistry across five centers. Later, the second phase of the study was undertaken in a 75-min guided live workshop about the appropriate use of SNSs in academia. Additionally, pre- and post-test surveys were conducted to assess the impact and outcome of workshop. RESULTS Of the 1722 respondents, 1553 (90%) reported using SNSs with the frequency of once a month to three to five times per day for education and to stay in touch with others. Most students agreed with the benefits of SNSs for education mainly in terms of information gathering, networking and collaboration. Twitter, Instagram, and Pinterest were noted as the most preferred SNSs for education. Nevertheless, 63% perceived that proper instruction was required for the efficient use of SNSs. Following the guided workshop, there was a significant improvement in web technology understanding, digital professionalism, skills and knowledge on the productive use of SNSs. Students rated the efficient for conceptual learning, connection to community practice, e-portfolio, and collaborative learning as the top four major teaching and learning strategies, respectively, in the post-workshop survey. CONCLUSION Our study demonstrates that SNSs can be used as learning tools in medical education. However, SNSs usage should be regulated and guided for a more collegial and coherent learning climate in the digital realm. We urge medical educators to integrate SNSs into their courses for a technologically advanced and impactful curriculum.
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Affiliation(s)
- Nihar Ranjan Dash
- Clinical Sciences Department, College of Medicine, University of Sharjah, P Box - 27272, Sharjah, United Arab Emirates
| | - Ahmed Alrazzak Hasswan
- Clinical Sciences Department, College of Medicine, University of Sharjah, P Box - 27272, Sharjah, United Arab Emirates
| | - Jacqueline Maria Dias
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Natasya Abdullah
- Department of Basic Medical Sciences, Faculty of Medicine and Health Sciences, Universiti Sains Islam, Nilai, Malaysia
| | - Mohamed Ahmed Eladl
- Department of Basic Medical Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Khaled Khalaf
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
- Institute of Dentistry, University of Aberdeen, Aberdeen, UK
| | - Ajmal Farooq
- Department of Surgery, Ameer-Ud-Din Medical College, Lahore, Pakistan
| | - Salman Yousuf Guraya
- Clinical Sciences Department, College of Medicine, University of Sharjah, P Box - 27272, Sharjah, United Arab Emirates
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Biscond M, Revranche M, Husky MM. [Measuring adolescents' use of social media: A systematic review]. Encephale 2021:S0013-7006(21)00232-3. [PMID: 34865846 DOI: 10.1016/j.encep.2021.08.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2021] [Revised: 08/06/2021] [Accepted: 08/29/2021] [Indexed: 11/24/2022]
Abstract
OBJECTIVE The purpose of this review was to provide an overview of the methods used to measure social network site use among adolescents. Such a review is important given the number and diversity of sites and the prevalence of their use among adolescents. METHODS A systematic review of the literature was conducted in line with PRISMA guidelines to arrive at an analysis of 58 peer-reviewed studies indexed in PubMed, PsychInfo, or Scopus. To be included in the review, articles had to be peer-reviewed, available in full text, and published in French or English. For inclusion, studies were required to pertain to adolescents aged between 11 and 18 years; to focus on social network site use and indicate how their use was estimated. Studies that simultaneously examined social network sites and general internet use or video games and only provided a combined analysis were excluded. The keywords for the search were: social media use, social media usage, social media misuse, measure, teen, and adolescents. RESULTS In the literature, different methods were used to operationalize the use of social network sites: quantitative methods with the measurement of frequency and duration of use of social network sites, and qualitative methods to measure the different activities adolescents engage in on such sites. In this review, 28 articles investigated the use of social media through a measurement of frequency and 22 articles through a measurement of the duration of use. Most of the studies focused on social network sites in general, without specifying which sites in particular were considered by the respondents when answering the question. However, some articles provided cross measures of quantitative and qualitative measurements resulting in the examination of both the frequency of use and the time spent on specific activities on social network sites. CONCLUSIONS The present review highlights the great diversity in the methods used to measure the use of social network sites among adolescents. The reliance on frequency-based measurements without taking into account the specificities of the activities or sites involved limits the investigation of their impact on adolescent functioning and behaviors. Given the observed discrepancies in the literature concerning the measurement of social network site use among adolescents and their associated biases, the development of specific instruments is needed to advance in this important field of research.
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Koth AJ, Focken AG, Lyden ER, Yoachim SD. Effectiveness of an E-module at teaching novice learners critical thinking skills related to dentistry. J Dent Educ 2021; 85:1879-1888. [PMID: 34387866 DOI: 10.1002/jdd.12757] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Revised: 07/15/2021] [Accepted: 07/28/2021] [Indexed: 11/05/2022]
Abstract
BACKGROUND Technological advances and pedagogical shifts toward active learning have led dental academics to explore alternatives to traditional didactic lectures, yet questions remain regarding the effectiveness of new modalities at both relaying foundational knowledge and inspiring critical thinking. Here, we developed an integrative e-learning module on the subject of bone growth and recruited novice learners from undergraduate institutions to participate. The aim of the study was to investigate the impact of learning modality on novice learners' ability to apply newly acquired knowledge to critical thinking exercises related to dentistry. METHODS In the fall of 2019, 42 undergraduate students from University of Nebraska and Nebraska Wesleyan University campuses voluntarily participated in the study involving a pretest, intervention, posttest, and retention test with survey and results were analyzed. RESULTS Our data reveal a significant difference in mean pre- and posttest scores within delivery group of both traditional lecture and e-module cohorts (p < 0.0001) and no statistically significant difference between cohorts in posttest scores. Similarly, there was no significant difference in student performance on higher-level cognitive skill questions between cohorts, indicating that students learning via e-module were able to apply foundational knowledge to clinical scenarios similarly to students learning via content-expert lecture discussions. CONCLUSION The authors shed light on an opportunity to integrate e-learning into dental education, relieving time constraints for faculty and meeting the needs of our tech-savvy students, without compromising the fostering of critical thinking skills in future dentists.
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Affiliation(s)
- Allie J Koth
- Department of Pediatric Dentistry, University of Nebraska Medical Center, Omaha, Nebraska, USA
| | | | - Elizabeth R Lyden
- Department of Biostatistics, University of Nebraska Medical Center College of Public Health, Omaha, Nebraska, USA
| | - Shayla D Yoachim
- Department of Oral Biology, University of Nebraska Medical Center College of Dentistry, Lincoln, Nebraska, USA
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Nguyen VH, Lyden ER, Yoachim SD. Using Instagram as a tool to enhance anatomy learning at two US dental schools. J Dent Educ 2021; 85:1525-1535. [PMID: 33913160 DOI: 10.1002/jdd.12631] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Revised: 03/17/2021] [Accepted: 04/14/2021] [Indexed: 01/22/2023]
Abstract
Although growing evidence supports the inclusion of social media in education, no studies to date have investigated the potential role of Instagram in anatomy education for dental students. Anatomists at University of Texas School of Dentistry (UTSD) and University of Nebraska Medical Center (UNMC) College of Dentistry created unique Instagram pages supplemental to traditional pedagogy, aiming to provide easily-accessible, interactive content for our tech-savvy students. The aim of this study was to evaluate students' perspectives of the use of social media in education and their respective professor's Instagram page. In the fall of 2020, 170 students (86 from UTSD and 84 from UNMC) voluntarily participated in a survey via Qualtrics. The majority of respondents (85.1%) had seven or more years of experience with social media, and 96.9% of students reported using social media as a source of information with 92.5% using for educational purposes. All students agreed that their respective professor's page has been helpful for anatomy study and review, added to their understanding of anatomy, is convenient, engaging, and professional. While consistent themes emerged between cohorts, UNMC students had a higher level of agreement regarding their page's added relevance to learning in the class/clinic (p = 0.0016), while UTSD students reported feeling more comfortable asking their professor questions through Instagram (p = 0.015). Among all variables, female students and Generation Z students responded more favorably than male or Generation Y counterparts. Here, the authors describe benefits and considerations for others interested in using Instagram as an educational tool.
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Affiliation(s)
- Vuvi H Nguyen
- Department of Diagnostic and Biomedical Sciences, University of Texas School of Dentistry, Houston, Texas, USA
| | - Elizabeth R Lyden
- Department of Biostatistics, University of Nebraska Medical Center College of Public Health, Omaha, Nebraska, USA
| | - Shayla D Yoachim
- Department of Oral Biology, University of Nebraska Medical Center College of Dentistry, Lincoln, Nebraska, USA
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Farsi D. Social Media and Health Care, Part I: Literature Review of Social Media Use by Health Care Providers. J Med Internet Res 2021; 23:e23205. [PMID: 33664014 PMCID: PMC8056296 DOI: 10.2196/23205] [Citation(s) in RCA: 47] [Impact Index Per Article: 15.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2020] [Revised: 11/05/2020] [Accepted: 03/04/2021] [Indexed: 12/16/2022] Open
Abstract
BACKGROUND As the world continues to advance technologically, social media (SM) is becoming an essential part of billions of people's lives worldwide and is affecting almost every industry imaginable. As the world is becoming more digitally oriented, the health care industry is increasingly visualizing SM as an important channel for health care promotion, employment, recruiting new patients, marketing for health care providers (HCPs), building a better brand name, etc. HCPs are bound to ethical principles toward their colleagues, patients, and the public in the digital world as much as in the real world. OBJECTIVE This review aims to shed light on SM use worldwide and to discuss how it has been used as an essential tool in the health care industry from the perspective of HCPs. METHODS A literature review was conducted between March and April 2020 using MEDLINE, PubMed, Google Scholar, and Web of Science for all English-language medical studies that were published since 2007 and discussed SM use in any form for health care. Studies that were not in English, whose full text was not accessible, or that investigated patients' perspectives were excluded from this part, as were reviews pertaining to ethical and legal considerations in SM use. RESULTS The initial search yielded 83 studies. More studies were included from article references, and a total of 158 studies were reviewed. SM uses were best categorized as health promotion, career development or practice promotion, recruitment, professional networking or destressing, medical education, telemedicine, scientific research, influencing health behavior, and public health care issues. CONCLUSIONS Multidimensional health care, including the pairing of health care with SM and other forms of communication, has been shown to be very successful. Striking the right balance between digital and traditional health care is important.
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Affiliation(s)
- Deema Farsi
- Department of Pediatric Dentistry, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
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Karveleas I, Kyriakouli A, Koukou M, Koufatzidou M, Kalogirou EM, Tosios KI. The relationship between Facebook behaviour and e-professionalism: A questionnaire-based cross-sectional study among Greek dental students. Eur J Dent Educ 2021; 25:151-158. [PMID: 32780448 DOI: 10.1111/eje.12585] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2020] [Revised: 08/01/2020] [Accepted: 08/04/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION The social media attitude of health science students might affect patients' opinion about the health profession and have negative impact on e-professionalism. The aim of this study is to investigate the behaviour of Greek dental students on Facebook, focusing on potentially unprofessional posts and the online student-patient relationship. MATERIALS AND METHODS Five hundred and twelve dental students in Greece answered an anonymous, 23-item questionnaire including multiple-choice questions about various topics, including Facebook profile settings and content shared by dental students, student-patient relationship via Facebook; and students' perception about the impact of their online behaviour. RESULTS 93.2% of responders had a Facebook profile and 80.5% admitted that their online attitude might affect patients' opinion about dental profession. However, 71.7% posted pictures from holidays, 41.5% from nightclubs, and 26.2% photographs wearing swimwear/underwear, while 12.8% expressed online political party predilection. One quarter of students in clinical years were Facebook friends with patients and 58% and 30% of them had online discussion about topics related or not to dentistry, respectively, while 6.8% of dental students had posted defamatory comments about the dental school, faculty members or academic staff on Facebook. DISCUSSION In accordance with studies in other countries, most Greek dental students had a Facebook profile and, although the majority realised the impact of Facebook behaviour on e-professionalism, a considerable percentage posted unprofessional content. CONCLUSION Dental students might fall into pitfalls when it comes to e-professionalism. As social media are becoming an integral part of life, there is need to include e-professionalism in dental education curriculum.
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Affiliation(s)
- Ilias Karveleas
- Faculty of Dentistry, National and Kapodistrian University of Athens, Athens, Greece
| | - Athina Kyriakouli
- Faculty of Dentistry, National and Kapodistrian University of Athens, Athens, Greece
| | - Melina Koukou
- Faculty of Dentistry, National and Kapodistrian University of Athens, Athens, Greece
| | - Marianna Koufatzidou
- Faculty of Dentistry, National and Kapodistrian University of Athens, Athens, Greece
| | - Eleni-Marina Kalogirou
- Department of Oral Medicine and Pathology, Faculty of Dentistry, National and Kapodistrian University of Athens, Athens, Greece
| | - Konstantinos I Tosios
- Department of Oral Medicine and Pathology, Faculty of Dentistry, National and Kapodistrian University of Athens, Athens, Greece
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Abstract
The use of images in various forms (drawing, photography, digital applications) has always been intrinsically associated with anatomy; however, the way in which anatomy educators and students create, access, view and interact with images has changed dramatically over the last 20 years. The method that anatomy educators use to engage with students and the wider public and how students engage with each other and faculty has also changed since the turn of the century, largely due to the emergence of social media. These two facets, the move towards digital images and the use of social media, are now intricately interlinked because social media enable anatomy educators to share digital learning resources easily and instantly to a global audience. This new trend of using social media to share digital images has created some ethical dilemmas that anatomy educators are researching and seeking guidance on to ensure that they are representing the potential conflicting needs and/or requirements of different stakeholders, including donors, donor families, students, the public, regulators and anatomy educators themselves. Meeting the various needs of stakeholders is complex; however, this chapter suggests an ethical approach for how digital images and social media can continue to be part of anatomy education.
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Hennessy CM, Royer DF, Meyer AJ, Smith CF. Social Media Guidelines for Anatomists. Anat Sci Educ 2020; 13:527-539. [PMID: 32043732 PMCID: PMC7384190 DOI: 10.1002/ase.1948] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2019] [Revised: 02/06/2020] [Accepted: 02/06/2020] [Indexed: 05/04/2023]
Abstract
Social Media has changed the way that individuals interact with each other - it has brought considerable benefits, yet also some challenges. Social media in anatomy has enabled anatomists all over the world to engage, interact and form new collaborations that otherwise would not have been possible. In a relatively small discipline where individuals may be working as the only anatomist in an institution, having such a virtual community can be important. Social media is also being used as a means for anatomists to communicate with the current generation of students as well as members of the public. Posting appropriate content is one of the challenges raised by social media use in anatomy. Human cadaveric material is frequently shared on social media and there is divided opinion among anatomists on whether or not such content is appropriate. This article explores the uses and challenges of social media use in the field of anatomy and outlines guidelines on how social media can be used by anatomists globally, while maintaining professional and ethical standards. Creating global guidelines has shown to be difficult due to the differences in international law for the use of human tissue and also the irregularities in acquiring informed consent for capturing and sharing cadaveric images. These nuances may explain why cadaveric images are frequently shared on social media. This article proposes that as standard practice, anatomists obtain informed consent from donors before sharing images of cadaveric material on social media and ensure posts include a statement stating the same.
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Affiliation(s)
- Catherine M. Hennessy
- Department of AnatomyBrighton and Sussex Medical SchoolUniversity of SussexBrightonUnited Kingdom
| | - Danielle F. Royer
- Department of Cell and Developmental BiologyUniversity of Colorado School of MedicineAuroraColorado
| | - Amanda J. Meyer
- School of Human SciencesThe University of Western AustraliaPerthAustralia
| | - Claire F. Smith
- Department of AnatomyBrighton and Sussex Medical SchoolUniversity of SussexBrightonUnited Kingdom
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Gupta N, Dorfman R, Saadat S, Roostaeian J. The Plastic Surgery Social Media Influencer: Ethical Considerations and a Literature Review. Aesthet Surg J 2020; 40:691-699. [PMID: 31738821 DOI: 10.1093/asj/sjz329] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022] Open
Abstract
BACKGROUND Social media use has become a relevant tool in plastic surgery. These platforms are utilized for many reasons, such as business promotion. Although beneficial, social media can cause ethical dilemmas if used incorrectly. OBJECTIVES A review of the literature revealed what is understood about the implications of social media in regards to sponsorship/promotion. This paper aimed to create the foundation surrounding this topic and help facilitate future discussions on this new ethical dilemma. METHODS A MEDLINE search with a custom publication date range and a review of the literature was conducted on June 15, 2019. RESULTS The search yielded 139 articles and abstracts. After review, 26 publications were chosen for analysis. Articles were taken from the following journals: Plastic and Reconstructive Surgery (n = 12), Aesthetic Surgery Journal (n = 8), PRS Global Open (n = 2), Annals of Plastic Surgery (n = 1), BMJ (n = 1), AMA Journal of Ethics (n = 1), and Facial Plastic Surgery (n = 1). The 4 principles of medical ethics were analyzed in respect to promotion and sponsorship in plastic surgery. CONCLUSIONS Social media is a novel platform that is becoming increasingly utilized in plastic surgery. Although its impact can be beneficial, it is not well understood in the context of social media sponsorship and promotion. To date, no peer-reviewed articles specifically discuss these limitations. It is critical that all plastic surgeons be cognizant of both the positive and negative aspects of social media before integrating it into their professional lives.
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Affiliation(s)
- Nisha Gupta
- Division of Plastic and Reconstructive Surgery, UCLA David Geffen School of Medicine, Los Angeles, CA
| | - Robert Dorfman
- Division of Plastic and Reconstructive Surgery, UCLA David Geffen School of Medicine, Los Angeles, CA
| | - Sean Saadat
- Division of Plastic and Reconstructive Surgery, UCLA David Geffen School of Medicine, Los Angeles, CA
| | - Jason Roostaeian
- Division of Plastic and Reconstructive Surgery, UCLA David Geffen School of Medicine, Los Angeles, CA
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Hsieh JG, Kuo LC, Wang YW. Learning medical professionalism - the application of appreciative inquiry and social media. Med Educ Online 2019; 24:1586507. [PMID: 30831060 PMCID: PMC6407573 DOI: 10.1080/10872981.2019.1586507] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/15/2018] [Revised: 02/15/2019] [Accepted: 02/21/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Medical professionalism is often considered difficult to be clearly observed and learned. However, although most medical students or residents affirm the necessity of medical professionalism courses, few agree that those currently offered are adequate for a medical career. OBJECTIVE To develop a curriculum for teaching professionalism by enabling students to share positive examples of professionalism in social media that reflects the authentic experience in clinical environment. DESIGN Between October 2015 and June 2017, the authors developed a clerkship program to teach professionalism with the support of social media and appreciative inquiry. Medical students were required to write posts on the positive behaviors they observed during clinical practice in the Facebook group. Other students and course instructors commented or responded to the posted content. The content on Facebook analyzed by course instructors and was based on the definition of medical professionalism according to the 18 attributes proposed by Cruess et al. Results: In total, 103 medical students in their first clinical year participated and posted 435 records of role model learning in the Facebook group. The majority of students learned the most when the clinical instructors were passionate about their teaching and guidance in medical expertise; this accounted for 23.0% of all role model behaviors. Other attributes of professionalism that students appreciated most were being caring and compassionate (17.2%), competence (9.6%), openness (8.8%), and presence (7.7%). More than 90% of the students reported enjoying this type of course and would like to integrate their learning experiences into future behavior. CONCLUSIONS This innovative training program was well accepted in the formal curriculum and the predesigned social media environment. Appreciative inquiry for medical professionalism should be integrated into the organizational culture and the culture of social media interaction.
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Affiliation(s)
- Jyh-Gang Hsieh
- Department of Family Medicine, Hualien Tzu Chi Hospital, Hualien, Taiwan
- Department of Medical Humanities, School of Medicine, Tzu Chi University, Hualien, Taiwan
| | - Li-Chuan Kuo
- Department of Medical Humanities, School of Medicine, Tzu Chi University, Hualien, Taiwan
| | - Ying-Wei Wang
- Department of Family Medicine, Hualien Tzu Chi Hospital, Hualien, Taiwan
- Department of Medical Humanities, School of Medicine, Tzu Chi University, Hualien, Taiwan
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11
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Abstract
Medical students increasingly utilize social media platforms to supplement their preclinical learning; however, the prevalence of social media use for physiology learning in medical education remains unclear. The aim of the present study was to determine how first-year medical students from both direct entry medicine and graduate entry medicine interacted with social media as a learning tool by assessing its prevalence, perceived benefits, favored platforms, and reason(s) for its use. Seventy-one percent of surveyed students (out of 139 participants) stated that they interacted with social media in general more than 12 times per week. However, 98% had previously used internet platforms to source physiology information, with 89.2% doing so at least once per week during term. YouTube was the primary source of learning for 76% of students. Significantly, 94% of students indicated that they would first search for answers online if they did not understand something in physiology rather than contacting their instructor in person or by e-mail. However, only 31% of students "fact-checked" physiology information obtained from online sources, by using textbooks, papers, and/or instructors. Our study has revealed that most preclinical medical students utilize social media extensively to study physiology. However, the absence of academic and ethical oversight, paired with students' lack of critical appraisal of possibly inaccurate information, does raise concerns about the overall utility of social media as part of physiology education.
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Affiliation(s)
- Dervla O'Malley
- Department of Physiology, University College Cork, Cork, Ireland
| | - Denis S Barry
- Department of Anatomy, Trinity College Dublin, Dublin 2, Ireland
| | - Mark G Rae
- Department of Physiology, University College Cork, Cork, Ireland
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12
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Guraya SY, Almaramhy H, Al-Qahtani MF, Guraya SS, Bouhaimed M, Bilal B. Measuring the extent and nature of use of Social Networking Sites in Medical Education (SNSME) by university students: Results of a multi-center study. Med Educ Online 2018; 23:1505400. [PMID: 30081773 PMCID: PMC6084502 DOI: 10.1080/10872981.2018.1505400] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
There is a sharp rise in the use of social networking sites (SNSs) by university students for various purposes. However, little is known about the use of SNSs for educational purposes. This study aims to determine educational use of SNSs by the medical students of two Saudi and a Kuwaiti medical school. A cross-sectional study was conducted by administering a 20-statement questionnaire to the undergraduate medical and allied health sciences students of two Saudi universities: Taibah University (TU) and Imam Abdulrahman AlFaisal University (IAFU), and one Kuwaiti university, Kuwait University (KU). The data were collected and analyzed by SPSS 20. Of a total of 1312 respondents, 1181 (90%) students used SNSs and 131 (10%) did not use SNSs for any reason. Further, only 442/1181 (37%, p < 0.00) students used SNSs for education and found these sites to be useful. As many as 357 (27%) students used SNSs for sharing education-related information once a day, 306 (23%) 3-5 times a day, and 331 (25%) once a week. A maximum of 678 (52%) used Facebook for educational purpose and most of the students, 469 (38%), used SNSs for sharing lectures. There were significant variations in responses among genders and year of schooling. The use of online social media in medical education is a rapidly evolving arena of scholarship. Low use of SNSs for sharing information and significant variations in perceptions of medical students about social media should draw attention of policy-makers for promoting awareness and educational reforms.
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Affiliation(s)
- Salman Yousuf Guraya
- Surgery Clinical Sciences Department, College of Medicine, University of Sharjah, Sharjah, UAE
- CONTACT Salman Yousuf Guraya Surgery Clinical Sciences Department, College of Medicine, University of Sharjah, UAE
| | - Hamdi Almaramhy
- Dean College of Medicine, Taibah University Almadinah Almunawwarah, Saudi Arabia
| | - Mona Faisal Al-Qahtani
- Department of Public Health, College of Public Health, Imam Abdulrahman Bin Faisal University, Saudi Arabia
| | - Shaista Salman Guraya
- Medical Education Unit, College of Medicine University of Sharjah, United Arab Emirates
| | - Manal Bouhaimed
- Department of Community Medicine and Behavioural Sciences, Department of Surgery, Faculty of Medicine, Kuwait University, The State of Kuwait
| | - B. Bilal
- School of Accountancy, Hubei University of Economics, Wuhan, China
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13
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Abstract
PROBLEM Inappropriate social media behavior can have detrimental effects on students' future opportunities, but medical students are given little opportunity to reflect upon ways of integrating their social media identities with their newly forming professional identities. INTERVENTION In 2012, a required educational session was developed for 1st-year medical students on social media and professional identity. Objectives include identifying professionalism issues and recognizing positive social media use. The 2-hour large-group session uses student-generated social media examples to stimulate discussion and concludes with an expert panel. Students complete a postsession reflection assignment. CONTEXT The required social media session occurs early in the 1st year and is part of the Professionalism curriculum in The George Washington University School of Medicine. Reflection papers are graded for completion. OUTCOME The study began in 2012 and ran through 2014; a total of 313/505 participants (62%) volunteered for the study. Assessment occurred through qualitative analysis of students' reflection assignments. Most students (65%, 203/313) reported considering changes in their social media presence due to the session. The analysis revealed themes relating to a broader understanding of online identity and opportunities to enhance careers. In a 6-month follow-up survey of 76 students in the 2014 cohort who completed the entire survey, 73 (94%) reported some increase in awareness, and 48 (64%) made changes to their social media behavior due to the session (response rate = 76/165; 46%), reflecting the longer term impact. LESSONS LEARNED Opportunities for discussion and reflection are essential for transformational learning to occur, enabling understanding of other perspectives. Incorporating student-submitted social media examples heightened student interest and engagement. The social media environment is continually changing, so curricular approaches should remain adaptable to ensure timeliness and relevance. Including online professionalism curricula focused on implications and best practices helps medical students develop an awareness of their electronic professional identities.
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Affiliation(s)
- Alexandra W Gomes
- a Himmelfarb Health Sciences Library , The George Washington University , Washington, DC , USA
- b Department of Medicine , The George Washington University , Washington, DC , USA
| | - Gisela Butera
- a Himmelfarb Health Sciences Library , The George Washington University , Washington, DC , USA
- b Department of Medicine , The George Washington University , Washington, DC , USA
| | - Katherine C Chretien
- c Department of Medicine , The George Washington University , Washington, DC , USA
| | - Terry Kind
- d Department of Pediatrics , Children's National, The George Washington University , Washington, DC , USA
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Lui DH, McDonald JJ, de Beaux A, Tulloh B, Brady RRW. Contemporary engagement with social media amongst hernia surgery specialists. Hernia 2017; 21:509-515. [PMID: 28424931 DOI: 10.1007/s10029-017-1609-8] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2016] [Accepted: 04/04/2017] [Indexed: 11/25/2022]
Abstract
PURPOSE Healthcare professional engagement is increasing. This study aims to identify levels of adoption and engagement of several social media platforms by a large international cohort of hernia surgery specialists. METHODS Hernia specialists attending the 38th International Congress of the European Hernia Society were identified. A manual search was then performed on Twitter, ResearchGate, and LinkedIn to identify those who had named accounts. Where accounts were identified, data on markers of utilisation were assessed. RESULTS 759 surgeons (88.5% male) from 57 countries were identified. 334 surgeons (44%) engaged with a social media platform. 39 (5.1%) had Twitter accounts, 189 (24.9%) had ResearchGate accounts and 265 (34.9%) had LinkedIn accounts. 137 surgeons (18.1%) had accounts on 2 or more social media platforms. There was no gender association with social media account ownership (p > 0.05). Engagement in one social media platform was associated with increased engagement and utilisation on other platforms; LinkedIn users were more likely to have Twitter accounts (p < 0.001) and ResearchGate profiles (p < 0.001). Surgeons on all three SM platforms were more likely to have high markers of engagement across all SM platforms (multiple outcomes, p < 0.05). Geographical variation was noted with UK and South American Surgeons being more likely to be present on Twitter than their counterparts (p = 0.031). CONCLUSIONS The level of engagement with social media amongst Hernia surgeons is similar to other surgical specialities. Geographical variation in SM engagement is seen. Engagement with one SM platform is associated with presence on multiple platforms.
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Affiliation(s)
- D H Lui
- Department of Vascular Surgery, Leicester Royal Infirmary, Leicester, UK
| | - J J McDonald
- Medicine and Cardiovascular, Ninewells Hospital, Dundee, DD19SY, UK.
| | - A de Beaux
- Department of General Surgery, New Royal Infirmary of Edinburgh, Edinburgh, UK
| | - B Tulloh
- Department of General Surgery, New Royal Infirmary of Edinburgh, Edinburgh, UK
| | - R R W Brady
- Colorectal Surgery Unit, Salford Royal Foundation Trust, Salford, UK
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Curran V, Matthews L, Fleet L, Simmons K, Gustafson DL, Wetsch L. A Review of Digital, Social, and Mobile Technologies in Health Professional Education. J Contin Educ Health Prof 2017; 37:195-206. [PMID: 28834849 DOI: 10.1097/ceh.0000000000000168] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
INTRODUCTION Digital, social, and mobile technologies (DSMTs) can support a wide range of self-directed learning activities, providing learners with diverse resources, information, and ways to network that support their learning needs. DSMTs are increasingly used to facilitate learning across the continuum of health professional education (HPE). Given the diverse characteristics of DSMTs and the formal, informal, and nonformal nature of health professional learning, a review of the literature on DSMTs and HPE could inform more effective adoption and usage by regulatory organizations, educators, and learners. METHODS A scoping review of the literature was performed to explore the effectiveness and implications of adopting and using DSMTs across the educational continuum in HPE. A data extraction tool was used to review and analyze 125 peer-reviewed articles. Common themes were identified by thematic analysis. RESULTS Most articles (56.0%) related to undergraduate education; 31.2% to continuing professional development, and 52.8% to graduate/postgraduate education. The main DSMTs described include mobile phones, apps, tablets, Facebook, Twitter, and YouTube. Approximately half of the articles (49.6%) reported evaluative outcomes at a satisfaction/reaction level; 45.6% were commentaries, reporting no evaluative outcomes. Most studies reporting evaluative outcomes suggest that learners across all levels are typically satisfied with the use of DSMTs in their learning. Thematic analysis revealed three main themes: use of DSMTs across the HPE continuum; key benefits and barriers; and best practices. DISCUSSION Despite the positive commentary on the potential benefits and opportunities for enhancing teaching and learning in HPE with DSMTs, there is limited evidence at this time that demonstrates effectiveness of DSMTs at higher evaluative outcome levels. Further exploration of the learning benefits and effectiveness of DSMTs for teaching and learning in HPE is warranted.
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Affiliation(s)
- Vernon Curran
- Dr. Curran: Associate Dean of Educational Development, Professor of Medical Education, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Matthews: Graduate Student, Faculty of Science, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Fleet: Manager of Research, Office of Professional Development, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Simmons: Research Assistant, Office of Professional Development, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Dr. Gustafson: Professor, Social Science and Health, Division of Community Health and Humanities, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Mr. Wetsch: Chair, Teaching and Learning, Associate Professor, Marketing, Faculty of Business Administration, Memorial University of Newfoundland, St. John's, Newfoundland and Labrador, Canada
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Hennessy CM, Kirkpatrick E, Smith CF, Border S. Social media and anatomy education: Using twitter to enhance the student learning experience in anatomy. Anat Sci Educ 2016; 9:505-515. [PMID: 27059811 DOI: 10.1002/ase.1610] [Citation(s) in RCA: 89] [Impact Index Per Article: 11.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2015] [Revised: 02/22/2016] [Accepted: 02/23/2016] [Indexed: 05/15/2023]
Abstract
Neuroanatomy is a difficult subject in medical education, with students often feeling worried and anxious before they have even started, potentially decreasing their engagement with the subject. At the University of Southampton, we incorporated the use of Twitter as a way of supporting students' learning on a neuroanatomy module to evaluate how it impacted upon their engagement and learning experience. The #nlm2soton hashtag was created and displayed (via a widget) on the university's virtual learning environment (VLE) for a cohort of 197 Year 2 medical students studying neuroanatomy. Student usage was tracked to measure levels of engagement throughout the course and frequency of hashtag use was compared to examination results. Student opinions on the use of Twitter were obtained during a focus group with eleven students and from qualitative questionnaires. The hashtag was used by 91% of the student cohort and, within this, more students chose to simply view the hashtag rather than make contributions. The completed questionnaire responses (n = 150) as well as focus group outcomes revealed the value of using Twitter. A negligible correlation was found between student examination scores and their viewing frequency of the hashtag however, no correlation was found between examination scores and contribution frequency. Despite this, Twitter facilitated communication, relieved anxieties and raised morale, which was valued highly by students and aided engagement with neuroanatomy. Twitter was successful in creating and providing a support network for students during a difficult module. Anat Sci Educ 9: 505-515. © 2016 American Association of Anatomists.
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Affiliation(s)
- Catherine M Hennessy
- Department of Anatomy, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom.
| | - Emma Kirkpatrick
- Southampton Clinical Trials Unit, University of Southampton, Southampton, United Kingdom
| | - Claire F Smith
- Department of Anatomy, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | - Scott Border
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, United Kingdom
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O'Leary DP, Zaheer A, Redmond HP, Corrigan MA. Integration of advances in social media and mHealth technology are pivotal to successful cancer prevention and control. Mhealth 2016; 2:38. [PMID: 28293611 PMCID: PMC5344161 DOI: 10.21037/mhealth.2016.09.02] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/22/2016] [Accepted: 09/22/2016] [Indexed: 01/09/2023] Open
Abstract
The successful prevention and treatment of cancer is dependent upon efficient and reliable communication between healthcare workers and patients. Advances in social media and mHealth platforms have provided new ways in which to enhance the sharing of cancer related information. Other benefits of embracing this technology include utilising its analytic capabilities which can process the vast quantity of information generated from genome exploration in a highly efficient manner. The aim of this review is to provide an overview of the rapidly evolving areas through which digital engagement is proving useful in the prevention and control of cancer.
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Affiliation(s)
- D Peter O'Leary
- Cork Breast Research Centre, Cork University Hospital, Wilton, Cork, Ireland
| | - Amir Zaheer
- Cork Breast Research Centre, Cork University Hospital, Wilton, Cork, Ireland
| | - H Paul Redmond
- Cork Breast Research Centre, Cork University Hospital, Wilton, Cork, Ireland
| | - Mark A Corrigan
- Cork Breast Research Centre, Cork University Hospital, Wilton, Cork, Ireland
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Barry DS, Marzouk F, Chulak-Oglu K, Bennett D, Tierney P, O'Keeffe GW. Anatomy education for the YouTube generation. Anat Sci Educ 2016; 9:90-6. [PMID: 26061143 DOI: 10.1002/ase.1550] [Citation(s) in RCA: 147] [Impact Index Per Article: 18.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2014] [Revised: 01/16/2015] [Accepted: 05/15/2015] [Indexed: 05/06/2023]
Abstract
Anatomy remains a cornerstone of medical education despite challenges that have seen a significant reduction in contact hours over recent decades; however, the rise of the "YouTube Generation" or "Generation Connected" (Gen C), offers new possibilities for anatomy education. Gen C, which consists of 80% Millennials, actively interact with social media and integrate it into their education experience. Most are willing to merge their online presence with their degree programs by engaging with course materials and sharing their knowledge freely using these platforms. This integration of social media into undergraduate learning, and the attitudes and mindset of Gen C, who routinely creates and publishes blogs, podcasts, and videos online, has changed traditional learning approaches and the student/teacher relationship. To gauge this, second year undergraduate medical and radiation therapy students (n = 73) were surveyed regarding their use of online social media in relation to anatomy learning. The vast majority of students had employed web-based platforms to source information with 78% using YouTube as their primary source of anatomy-related video clips. These findings suggest that the academic anatomy community may find value in the integration of social media into blended learning approaches in anatomy programs. This will ensure continued connection with the YouTube generation of students while also allowing for academic and ethical oversight regarding the use of online video clips whose provenance may not otherwise be known.
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Affiliation(s)
- Denis S Barry
- Department of Anatomy, School of Medicine, Trinity College Dublin, The University of Dublin, Ireland
| | - Fadi Marzouk
- Department of Anatomy, School of Medicine, Trinity College Dublin, The University of Dublin, Ireland
| | - Kyrylo Chulak-Oglu
- Department of Anatomy, School of Medicine, Trinity College Dublin, The University of Dublin, Ireland
| | - Deirdre Bennett
- Medical Education Unit, School of Medicine, University College Cork, Ireland
| | - Paul Tierney
- Department of Anatomy, School of Medicine, Trinity College Dublin, The University of Dublin, Ireland
| | - Gerard W O'Keeffe
- Department of Anatomy and Neuroscience, School of Medicine, University College Cork, Ireland
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Chen LS, Lin ZC, Chang JR. FIR: An Effective Scheme for Extracting Useful Metadata from Social Media. J Med Syst 2015; 39:139. [PMID: 26330225 DOI: 10.1007/s10916-015-0333-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2015] [Accepted: 08/21/2015] [Indexed: 11/27/2022]
Abstract
Recently, the use of social media for health information exchange is expanding among patients, physicians, and other health care professionals. In medical areas, social media allows non-experts to access, interpret, and generate medical information for their own care and the care of others. Researchers paid much attention on social media in medical educations, patient-pharmacist communications, adverse drug reactions detection, impacts of social media on medicine and healthcare, and so on. However, relatively few papers discuss how to extract useful knowledge from a huge amount of textual comments in social media effectively. Therefore, this study aims to propose a Fuzzy adaptive resonance theory network based Information Retrieval (FIR) scheme by combining Fuzzy adaptive resonance theory (ART) network, Latent Semantic Indexing (LSI), and association rules (AR) discovery to extract knowledge from social media. In our FIR scheme, Fuzzy ART network firstly has been employed to segment comments. Next, for each customer segment, we use LSI technique to retrieve important keywords. Then, in order to make the extracted keywords understandable, association rules mining is presented to organize these extracted keywords to build metadata. These extracted useful voices of customers will be transformed into design needs by using Quality Function Deployment (QFD) for further decision making. Unlike conventional information retrieval techniques which acquire too many keywords to get key points, our FIR scheme can extract understandable metadata from social media.
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Abstract
Purpose
– This study aims to determine how Tumblr is being used by libraries and special collections/archives in the USA through quantitative analysis.
Design/methodology/approach
– Data on library Tumblr blogs were collected at three points during a one-year period and included library type, start date, number of posts, average posts per day, type of post and other descriptive information.
Findings
– There is a growing library presence on the social media site Tumblr. The results shows adoption of the social media platform by multiple library types: academic, public, special collections/digital libraries, library organizations and other library/archives.
Research limitations/implications
– A major challenge is in the identification and discovery of all libraries on Tumblr, especially as the number of Tumblr blogs created by libraries of all types continues to grow.
Practical implications
– Results of this analysis should prove useful for both libraries and special collections already using Tumblr as well as those interested in starting a presence on Tumblr. The results will assist librarians in determining if this is a social media tool that is useful and valuable, as well as providing observations on best practices.
Originality/value
– Literature specific to Tumblr is limited. This research paper provides a starting point for more research and analysis on the presence of libraries on Tumblr.
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