1
|
López-Prado A, Miramontes-González P, Martín-Escudero JC, Pérez-Castrillón JL, Dueñas-Laita A, Rollán MJ, Corral-Gudino L. Effectiveness of Twitter Threads to Improve Medical Student Electrocardiogram (ECG) Reading-Skills. The TwittUVa-ECG Non-Randomized Pre-Post Study. Med Sci Educ 2023; 33:1359-1369. [PMID: 38188417 PMCID: PMC10767012 DOI: 10.1007/s40670-023-01885-x] [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] [Subscribe] [Scholar Register] [Accepted: 09/12/2023] [Indexed: 01/09/2024]
Abstract
Introduction social media is increasingly used in medical education, but its real educational effectiveness is unclear. In this study we assess the effectiveness of Twitter threads (TTS) in improving electrocardiogram (ECG) basic reading skills (ECGBRS). Materials and Methods Seven TTS describing ECGBRS were published from October 28, 2021, to November 24, 2021. Tests were used to assess medical students ECGBRS pre and post intervention. All third and sixth-year medical students were invited to participate. Sixty-three students were enrolled (33 third year and 30 sixth year). Nine (14.3%) participants dropped out. Results Sixth year medical students had higher ECGBRS at baseline. The number of correct items increased after the Twitter intervention; median correct pre-test items were 20 out of 56, (interquartile range (IQR) 14-23), and median post-test were 29 out of 56, (IQR 21-36) (p < 0.001). The improvement in sixth year students was greater than for third year students; 10 more correct items (IQR 4-14) vs. 7 (IQR 1-14) items (p = 0.045). The more TTS followed, the greater the improvement in ECGBRS (p = 0.004). The QRS axis calculation was the ECG reading skill with the lowest scores. Most medical students were definitely (35%) or very probably (46%) interested in repeating another on-line learning experience and found the TTS extremely (39%) or very (46%) interesting. Conclusions The use of specifically designed TTS was associated with improvement in medical students' interpretation of ECGs. The effectiveness of the threads was higher in the final years of medical school when basic skills had already been acquired. Graphical Abstract Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01885-x.
Collapse
Affiliation(s)
- A. López-Prado
- Department of Medicine, Dermatology and Toxicology. School of Medicine, University of Valladolid, Av. Ramón y Cajal, 47005 Valladolid, Spain
| | - P. Miramontes-González
- Department of Medicine, Dermatology and Toxicology. School of Medicine, University of Valladolid, Av. Ramón y Cajal, 47005 Valladolid, Spain
| | - J. C. Martín-Escudero
- Department of Medicine, Dermatology and Toxicology. School of Medicine, University of Valladolid, Av. Ramón y Cajal, 47005 Valladolid, Spain
| | - J. L. Pérez-Castrillón
- Department of Medicine, Dermatology and Toxicology. School of Medicine, University of Valladolid, Av. Ramón y Cajal, 47005 Valladolid, Spain
| | - A. Dueñas-Laita
- Department of Medicine, Dermatology and Toxicology. School of Medicine, University of Valladolid, Av. Ramón y Cajal, 47005 Valladolid, Spain
| | - M. J. Rollán
- Department of Medicine, Dermatology and Toxicology. School of Medicine, University of Valladolid, Av. Ramón y Cajal, 47005 Valladolid, Spain
| | - L. Corral-Gudino
- Department of Medicine, Dermatology and Toxicology. School of Medicine, University of Valladolid, Av. Ramón y Cajal, 47005 Valladolid, Spain
| |
Collapse
|
2
|
Conde-Caballero D, Castillo-Sarmiento CA, Ballesteros-Yánez I, Rivero-Jiménez B, Mariano-Juárez L. Microlearning through TikTok in Higher Education. An evaluation of uses and potentials. Educ Inf Technol (Dordr) 2023:1-21. [PMID: 37361804 PMCID: PMC10235824 DOI: 10.1007/s10639-023-11904-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Accepted: 05/16/2023] [Indexed: 06/28/2023]
Abstract
While social media is evolving rapidly, understanding its underlying and persistent features with the potential to support high-quality learning would provide opportunities to enhance competence acquisition and collaborative work in higher education. Moreover, the adoption of tools that students already use in their everyday lives facilitates the integration of new forms of learning. In this context, we have developed an initiative to disseminate content through TikTok in three modules of the Bachelor's Degree in Nursing course, with the aim of promoting quality learning through these microlearning environments. To this end, we have implemented these learning environments and evaluated the users' perceptions, as well as their level of acceptance of the technology according to the Technology Acceptance Model. Overall, our results show high levels of satisfaction with regard to engagement and the content generated, as well as in terms of the acceptance of the technology. Our results do not show gender-specific variations, but we did detect slight variations depending on the subject in which the microlearning tool was deployed. Although for the most part these variations do not change the participants' assessment of their experience, it will be necessary in the future to determine the underlying reasons for these variations. In addition, our results suggest that it is possible to design a content creation system to promote quality learning through microlearning that can be transferred to other subjects, at least in the Bachelor's Degree in Nursing. Supplementary Information The online version contains supplementary material available at 10.1007/s10639-023-11904-4.
Collapse
Affiliation(s)
- David Conde-Caballero
- Department of Nursing, Faculty of Nursing and Occupational Therapy, University of Extremadura, 10003 Cáceres, Spain
| | - Carlos A. Castillo-Sarmiento
- Department of Nursing, Physiotherapy and Occupational Therapy, School of Physiotherapy and Nursing, University of Castilla-La Mancha, 45071 Toledo, Spain
- Regional Center for Biomedical Research, University of Castilla-La Mancha, 02008 Albacete, Spain
| | - Inmaculada Ballesteros-Yánez
- Regional Center for Biomedical Research, University of Castilla-La Mancha, 02008 Albacete, Spain
- Department of Inorganic and Organic Chemistry and Biochemistry, School of Medicine, University of Castilla-La Mancha, 13071 Ciudad Real, Spain
| | - Borja Rivero-Jiménez
- Department of Business Management and Sociology, Teacher Training College, University of Extremadura, 10.003 Cáceres, Spain
| | - Lorenzo Mariano-Juárez
- Department of Nursing, Faculty of Nursing and Occupational Therapy, University of Extremadura, 10003 Cáceres, Spain
| |
Collapse
|
3
|
Guckian J, Utukuri M, Asif A, Burton O, Adeyoju J, Oumeziane A, Chu T, Rees EL. Social media in undergraduate medical education: A systematic review. Med Educ 2021; 55:1227-1241. [PMID: 33988867 DOI: 10.1111/medu.14567] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Revised: 05/06/2021] [Accepted: 05/08/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION There are over 3.81 billion worldwide active social media (SoMe) users. SoMe are ubiquitous in medical education, with roles across undergraduate programmes, including professionalism, blended learning, well being and mentoring. Previous systematic reviews took place before recent explosions in SoMe popularity and revealed a paucity of high-quality empirical studies assessing its effectiveness in medical education. This review aimed to synthesise evidence regarding SoMe interventions in undergraduate medical education, to identify features associated with positive and negative outcomes. METHODS Authors searched 31 key terms through seven databases, in addition to references, citation and hand searching, between 16 June and 16 July 2020. Studies describing SoMe interventions and research on exposure to existing SoMe were included. Title, abstract and full paper screening were undertaken independently by two reviewers. Included papers were assessed for methodological quality using the Medical Education Research Study Quality Instrument (MERSQI) and/or the Standards for Reporting Qualitative Research (SRQR) instrument. Extracted data were synthesised using narrative synthesis. RESULTS 112 studies from 26 countries met inclusion criteria. Methodological quality of included studies had not significantly improved since 2013. Engagement and satisfaction with SoMe platforms in medical education are described. Students felt SoMe flattened hierarchies and improved communication with educators. SoMe use was associated with improvement in objective knowledge assessment scores and self-reported clinical and professional performance, however evidence for long term knowledge retention was limited. SoMe use was occasionally linked to adverse impacts upon mental and physical health. Professionalism was heavily investigated and considered important, though generally negative correlations between SoMe use and medical professionalism may exist. CONCLUSIONS Social media is enjoyable for students who may improve short term knowledge retention and can aid communication between learners and educators. However, higher-quality study is required to identify longer-term impact upon knowledge and skills, provide clarification on professionalism standards and protect against harms.
Collapse
Affiliation(s)
- Jonathan Guckian
- Dermatology Department, Leeds Teaching Hospitals NHS Trust, Yorkshire, UK
- School of Medical Education, Newcastle University, Newcastle Upon Tyne, UK
| | - Mrudula Utukuri
- School of Clinical Medicine, University of Cambridge, Cambridge, UK
| | - Aqua Asif
- Leicester Medical School, University of Leicester, Leicester, UK
| | - Oliver Burton
- Warwick Medical School, University of Warwick, Coventry, UK
| | - Joshua Adeyoju
- Faculty of Medicine, University of Southampton, Southampton, UK
| | - Adam Oumeziane
- School of Medicine, Anglia Ruskin University, Chelmsford, UK
| | - Timothy Chu
- School of Medical Education, Newcastle University, Newcastle Upon Tyne, UK
| | - Eliot L Rees
- School of Medicine, Keele University, Newcastle-under-Lyme, UK
- Research Department of Primary Care and Population Health, University College London, London, UK
| |
Collapse
|
4
|
Alanzi T, Al-Habib DK. The Use of Social Media by Healthcare Quality Personnel in Saudi Arabia. J Environ Public Health 2020; 2020:1417478. [PMID: 32565836 DOI: 10.1155/2020/1417478] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/28/2019] [Revised: 04/07/2020] [Accepted: 05/06/2020] [Indexed: 02/05/2023]
Abstract
Purpose The 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. The survey was distributed through WhatsApp, and the data were collected during November 2019. The 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. The participants used the following social media in decreasing order for educational purposes: YouTube, Twitter, LinkedIn, Snapchat, Instagram, and Facebook. The largest proportion of them employed YouTube, and the least used social media network was Facebook. The 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. The 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 The findings showed that a high percentage of the healthcare quality personnel in Saudi Arabia used social media for educational purposes, and the most used platform for this objective was YouTube. The results suggested that social media can be potentially useful to perceive healthcare quality in the Kingdom of Saudi Arabia.
Collapse
|
5
|
Larkins K, Murphy V, Loveday BPT. Use of social media for surgical education in Australia and New Zealand. ANZ J Surg 2020; 90:1004-1008. [PMID: 32109343 DOI: 10.1111/ans.15768] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [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: 11/19/2019] [Revised: 01/11/2020] [Accepted: 01/26/2020] [Indexed: 10/24/2022]
Abstract
BACKGROUND Social media are an increasingly important tool for educators, although their use for surgical education in Australia and New Zealand (ANZ) has not been quantified. This study aimed to determine the social media presence of surgical training institutions in ANZ, quantify the proportion of their social media content that is educational, compare engagement between educational and non-educational content, and determine perspectives on using social media for education. METHODS An online search was conducted in October 2018 to determine the social media presence of surgical training institutions accredited to deliver under- and post-graduate surgical education in ANZ. All their posts on Facebook and Twitter from November 2017 to October 2018 were categorized as educational or non-educational. Engagement on Twitter was analysed using retweets. An online survey was distributed to each institution to investigate their social media strategy and opinions on the use of social media for surgical education. RESULTS Seven out of 37 (19%) surgical training institutions had active social media accounts. Educational content accounted for 677/4615 (14.7%) of their posts. Educational content was retweeted more often than non-educational content (17.2 versus 5.4, P = 0.002). Seven out of 37 (19%) institutions responded to the survey, with one respondent having a policy for and utilising social media for surgical education. CONCLUSIONS Social media are being used by a minority of surgical training institutions for educational purposes in ANZ. Social media content is primarily non-educational although educational posts attract more engagement. Further research is required to assess the efficacy of surgical education on social media.
Collapse
Affiliation(s)
- Kirsten Larkins
- Department of General Surgery, The Royal Melbourne Hospital, Melbourne, Victoria, Australia
| | - Victoria Murphy
- Department of Surgery, The University of Auckland, Auckland, New Zealand
| | - Benjamin P T Loveday
- Department of General Surgery, The Royal Melbourne Hospital, Melbourne, Victoria, Australia.,Department of Surgery, The University of Auckland, Auckland, New Zealand.,Department of Surgical Oncology, Peter MacCallum Cancer Centre, Melbourne, Victoria, Australia
| |
Collapse
|
6
|
Rosario J, Lebowitz D, Webb AL, Ganti L, Vera A, Macintosh T, Walker A, Rubero J. Assembly Line Education: A Novel Educational Technique for Today's Learners. Cureus 2020; 12:e7065. [PMID: 32226667 PMCID: PMC7089632 DOI: 10.7759/cureus.7065] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022] Open
Abstract
Background Education is undergoing a transformation. The traditional passive lectures are failing to capture and inspire the new generation of learners who value more active and collaborative learning techniques. Objective We sought to create a novel educational technique to integrate into our curriculum that would be more personalized, employ more active learning and collaboration, and allow for an effective assessment of resident strengths and weaknesses. Discussion We created a monthly assembly line education academic half-day that evolved to replace one of the typical in-classroom didactics each month. Faculty run small-group simulation rooms, procedure workshops, competitive ultrasound, and wellness stations through which residents and medical students rotate. Conclusion This novel education technique resulted in a more personalized approach that increased resident interest, sparked the creation of a very popular MedEd-Simulation elective, and allowed the faculty to gain a better sense of resident strengths and deficiencies.
Collapse
Affiliation(s)
- Javier Rosario
- Emergency Medicine, University of Central Florida College of Medicine, Orlando, USA
| | - David Lebowitz
- Emergency Medicine, University of Central Florida College of Medicine, Orlando, USA
| | - Amanda L Webb
- Emergency Medicine, University of Central Florida College of Medicine/Hospital Corporation of America Graduate Medical Education Consortium of Greater Orlando, Orlando, USA
| | - Latha Ganti
- Emergency Medicine, Envision Physician Services, Orlando, USA.,Emergency Medicine, University of Central Florida College of Medicine/Hospital Corporation of America Graduate Medical Education Consortium of Greater Orlando, Orlando, USA.,Emergency Medicine, Polk County Fire Rescue, Bartow, USA
| | - Ariel Vera
- Emergency Medicine, University of Central Florida College of Medicine/Hospital Corporation of America Graduate Medical Education Consortium of Greater Orlando, Kissimmee, USA.,Emergency Medicine, Osceola Regional Medical Center, Kissimmee, USA
| | - Tracy Macintosh
- Emergency Medicine, Osceola Regional Medical Center, Kissimmee, USA
| | - Ayanna Walker
- Emergency Medicine, University of Central Florida College of Medicine/Hospital Corporation of America Graduate Medical Education Consortium of Greater Orlando, Orlando, USA.,Emergency Medicine, Osceola Regional Medical Center, Orlando, USA
| | - Jose Rubero
- Emergency Medicine, University of Central Florida College of Medicine, Orlando, USA
| |
Collapse
|
7
|
Chan TM, Dzara K, Dimeo SP, Bhalerao A, Maggio LA. Social media in knowledge translation and education for physicians and trainees: a scoping review. Perspect Med Educ 2020; 9:20-30. [PMID: 31834598 PMCID: PMC7012997 DOI: 10.1007/s40037-019-00542-7] [Citation(s) in RCA: 84] [Impact Index Per Article: 21.0] [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: 05/21/2023]
Abstract
INTRODUCTION The use of social media is rapidly changing how educational content is delivered and knowledge is translated for physicians and trainees. This scoping review aims to aggregate and report trends on how health professions educators harness the power of social media to engage physicians for the purposes of knowledge translation and education. METHODS A scoping review was conducted by searching four databases (PubMed, Scopus, Embase, and ERIC) for publications emerging between 1990 to March 2018. Articles about social media usage for teaching physicians or their trainees for the purposes of knowledge translation or education were included. Relevant themes and trends were extracted and mapped for visualization and reporting, primarily using the Cook, Bordage, and Schmidt framework for types of educational studies (Description, Justification, and Clarification). RESULTS There has been a steady increase in knowledge translation and education-related social media literature amongst physicians and their trainees since 1996. Prominent platforms include Twitter (n = 157), blogs (n = 104), Facebook (n = 103), and podcasts (n = 72). Dominant types of scholarship tended to be descriptive studies and innovation reports. Themes related to practice improvement, descriptions of the types of technology, and evidence-based practice were prominently featured. CONCLUSIONS Social media is ubiquitously used for knowledge translation and education targeting physicians and physician trainees. Some best practices have emerged despite the transient nature of various social media platforms. Researchers and educators may engage with physicians and their trainees using these platforms to increase uptake of new knowledge and affect change in the clinical environment.
Collapse
Affiliation(s)
| | - Kristina Dzara
- Harvard Medical School and Massachusetts General Hospital, Boston, USA
| | - Sara Paradise Dimeo
- Prisma Health-Upstate Department of Emergency Medicine, University of South Carolina, Greenville, South Carolina, USA
| | | | - Lauren A Maggio
- Uniformed Services University of the Health Sciences, Bethesda, MD, USA
| |
Collapse
|
8
|
Riddell J, Brown A, Robins L, Nauman R, Yang J, Jauregui J. What's All the Chatter? A Mixed-Methods Analysis of Emergency Physicians' Tweets. West J Emerg Med 2019; 21:26-32. [PMID: 31913814 PMCID: PMC6948680 DOI: 10.5811/westjem.2019.10.44004] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2019] [Accepted: 10/12/2019] [Indexed: 11/11/2022] Open
Abstract
INTRODUCTION Twitter is growing in popularity and influence among emergency physicians (EP), with over 2200 self-identified EP users. As Twitter's popularity has increased among EPs so too has its influence. While there has been debate about the value of Twitter as an effective educational delivery tool, little attention has been paid to the nature of the conversation occurring on Twitter. We aim to describe how influential EPs use Twitter by characterizing the language, purpose, frequencies, content, and degree of engagement of their tweets. METHODS We performed a mixed-methods analysis following a combined content analysis approach. We conducted qualitative and quantitative analyses of a sample of tweets from the 61 most influential EPs on Twitter. We present descriptive tweet characteristics and noteworthy themes. RESULTS We analyzed 1375 unique tweets from 57 unique users, representing 93% of the influential Twitter EPs. A majority of tweets (1104/1375, 80%) elicited some response in the form of retweets, likes, or replies, demonstrating community engagement. The qualitative analysis identified 15 distinct categories of tweets. CONCLUSION Influential EPs on Twitter were engaged in largely medical conversations in which most messages generated some form of interaction. They shared resources and opinions while also building social rapport in a community of practice. This data can help EPs make informed decisions about social media engagement.
Collapse
Affiliation(s)
- Jeff Riddell
- University of Southern California Keck School of Medicine, Department of Emergency Medicine, Los Angeles, California
| | - Alisha Brown
- University of Washington, Department of Emergency Medicine, Seattle, Washington
| | - Lynne Robins
- University of Washington, Department of Biomedical Informatics and Medical Education, Seattle, Washington
| | - Rafae Nauman
- University of Nevada, Las Vegas School of Medicine, Las Vegas, Nevada
| | - Jeanette Yang
- University of Washington, Department of Surgery-Surgical Outcomes Research Center, Seattle, Washington
| | - Joshua Jauregui
- University of Washington, Department of Emergency Medicine, Seattle, Washington
| |
Collapse
|
9
|
Rahman A, Sahakian Y, Kane S, Abel M, Deshmukh R. Live-feed use in the classroom as an engagement tool. Curr Pharm Teach Learn 2019; 11:1303-1308. [PMID: 31836157 DOI: 10.1016/j.cptl.2019.09.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [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: 11/29/2018] [Revised: 05/29/2019] [Accepted: 09/07/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND AND PURPOSE Recent studies suggest that social media use in the classroom leads to improved engagement and participation. However, student attitudes regarding classroom engagement, academic performance, and overall teaching effectiveness toward this tool have been mixed. The aim of this study was to determine the effectiveness of live-feed on students' classroom engagement. EDUCATIONAL ACTIVITY AND SETTING This study included the use of live-feed in a research and statistics course for first-year pharmacy students. At the end of the course, students were invited to participate in a post-survey to assess impressions on classroom engagement after the usage of live-feed in the classroom. FINDINGS Fifty out of 62 students (81%) responded to the survey. Seventy percent reported that live-feed application promoted collaborative learning and discussion, and 68% stated that it increased their understanding of the topic. Sixty-six percent reported that live-feed application created a supportive anonymous environment, and 64% felt it encouraged them to ask questions. Sixty percent of the students reported that live-feed did not increase their engagement in the classroom but agreed that it lowered their anxiety toward class participation. Sixty-four percent of the students were positive about live-feed boosting their willingness to participate in topic discussions and 72% believed that live-feed made learning a fun activity. SUMMARY Live-feed can be a useful tool in academic settings to provide a supportive environment and promote students' willingness to participate in classroom discussions.
Collapse
Affiliation(s)
- Ateequr Rahman
- Rosalind Franklin University of Medicine and Science, College of Pharmacy, 3333 Green Bay Rd, North Chicago, IL 60064, United States.
| | - Yelena Sahakian
- Rosalind Franklin University of Medicine and Science, College of Pharmacy, 3333 Green Bay Rd, North Chicago, IL 60064, United States.
| | - Sean Kane
- Rosalind Franklin University of Medicine and Science, College of Pharmacy, 3333 Green Bay Rd, North Chicago, IL 60064, United States.
| | - Marc Abel
- Rosalind Franklin University of Medicine and Science, College of Pharmacy, 3333 Green Bay Rd, North Chicago, IL 60064, United States.
| | - Rahul Deshmukh
- Rosalind Franklin University of Medicine and Science, College of Pharmacy, 3333 Green Bay Rd, North Chicago, IL 60064, United States.
| |
Collapse
|
10
|
Wanner GK, Phillips AW, Papanagnou D. Assessing the use of social media in physician assistant education. Int J Med Educ 2019; 10:23-28. [PMID: 30694797 PMCID: PMC6387779 DOI: 10.5116/ijme.5c14.ef82] [Citation(s) in RCA: 9] [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] [Received: 07/23/2018] [Accepted: 12/15/2018] [Indexed: 05/25/2023]
Abstract
OBJECTIVES This study aims to assess physician assistant (PA) students' experiences with social media (SM) as a part of their medical education. METHODS The study is split into two phases: Phase 1- A cross-sectional survey emailed to all PA students at four PA school campuses to assess students' prior SM experiences (226 responses, 71.1% response rate); and Phase 2- Inclusion of SM educational resources, via Twitter, within lectures performed at two PA schools. A phase-2 survey assessed students' opinions of educational SM (50 responses, 59.5% response rate) and SM usage was tracked. RESULTS The phase-1 survey respondents indicated that 97.3% (n=220) use social media; often used as a part of their education, 65% (n=147) informally and 2.7% (n=6) formally incorporated. Students most commonly use Facebook, YouTube, and Instagram, but rarely use Twitter. Currently using SM for medical education was significantly associated with predicting that future PA education will formally include SM [rs=.341 (r2=0.12), p=<.001], as did younger age, [rs=.137 (r2=0.02), p=0.042]. Of phase-2 survey respondents, 93.1% (27/29) of SM users felt it was a useful addition to the lectures. Significantly more views were captured when messages were sent during lectures Mean (SD), 102.64(39.7) than in the peri-lecture time period [49.5(10.6), p<0.001]. CONCLUSIONS Many PA students are currently using various forms of social media to augment their education. Most PA students support formal incorporation of social media into their education. PA educators should consider using our data and methods of social media inclusion when designing curricula and while clinically precepting PA students.
Collapse
Affiliation(s)
- Gregory K. Wanner
- Department of Emergency Medicine, Christiana Care Health System, Newark, USA
| | - Andrew W. Phillips
- Department of Emergency Medicine, University of North Carolina, Chapel Hill, USA
| | - Dimitrios Papanagnou
- Department of Emergency Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, USA
| |
Collapse
|
11
|
Chytas D. Use of social media in anatomy education: A narrative review of the literature. Ann Anat 2019; 221:165-72. [DOI: 10.1016/j.aanat.2018.10.004] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2018] [Revised: 08/22/2018] [Accepted: 10/04/2018] [Indexed: 11/20/2022]
|
12
|
Abstract
Social media is used by many students at universities, with sites such as Facebook, Twitter and YouTube being the most popular. Initially these social networking sites were mainly used for recreational purposes, but they have been increasingly used in an educational setting. Educators in the anatomical sciences and health professions have utilised many forms of technology to supplement and enhance a student's learning. However, the true effectiveness of using social media in anatomical and health professions education has not been fully explored. It has been hypothesised that social media in anatomical sciences and health professional education could enhance learner engagement, raise morale, relieve anxieties and improve communication. However, the evidence is limited. Therefore, the purpose of this study is to undertake a comprehensive literature review to examine the effectiveness, or otherwise, of these tools when implemented. We used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method for reviewing the literature. By using specific keywords and using Google Scholar, PubMed, ERIC and OVID, we performed an extensive literature search to examine the use of social media in anatomical sciences and health professional education. A total of 155 studies were identified in this systematic review, with 99 studies investigating a variety of social networking sites being included. Overall, the evidence is supportive, with 79.8% of the studies supporting the use social media in education. Furthermore, when the use of social media in the anatomical sciences and health professional was investigated, the majority of studies advocated for its implementation. Despite this, there are some factors that limit the significance of these results, and the amount of evidence was indeed limited. Additional research must be carried out if social media is to influence modern pedagogical practices, with more focus on how the intervention affects academic achievement.
Collapse
Affiliation(s)
- William Pollock
- Anatomy Facility, Thomson Building, School of Life Sciences, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, G12 8QQ, UK
| | - Paul M Rea
- Anatomy Facility, Thomson Building, School of Life Sciences, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, G12 8QQ, UK.
| |
Collapse
|
13
|
|
14
|
Whyte W, Hennessy C. Social Media use within medical education: A systematic review to develop a pilot questionnaire on how social media can be best used at BSMS. MedEdPublish (2016) 2017; 6:83. [PMID: 38406464 PMCID: PMC10885254 DOI: 10.15694/mep.2017.000083] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [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] [Indexed: 02/27/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Background: Since the early 2000s social media has become a major part of our daily lives, and over the past decade it has found its way into the medical profession. Despite its ubiquity, only 5 systematic reviews exist on the subject of social medial use within medical education. The reviews conclude that there are positive correlations linked to social media use however the studies are restricted by the same limitations: a lack of quantitative data and the fact that social media research fast becomes outdated. This review will therefore examine the latest studies in order to identify which questions remain to be answered and what areas need further development in order for social media to become a credible resource within medical education. The information gained from this process will be amalgamated to create a valid questionnaire which will produce quantitative data. Methods: A systematic review of Pubmed, Cochrane, PsychINFO, ERIC & Scopus was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The search was from 1st January 2014 to the 12th January 2017 and included keywords linked with social media and medical education. 27 papers were identified: 12 qualitative and 15 quantitative. From this data a questionnaire was drafted and put to a focus group in order for it to be validated. Results: Six major themes were identified and analysed: community & interactivity, communication & feedback, learning theories, social media vs traditional didactic lectures, role of faculty and professionalism. Quantitative data was limited but highlighted the efficiency of social media use especially when Facebook and Twitter were used. After the analysis a validated questionnaire was produced. Conclusion: Social media can be a useful tool within the medical curriculum if implemented correctly. The final questionnaire can be used to generate quantitative data on the following questions: which platforms are most effective and for what purposes? How beneficial is social media to teaching? and What do students understand the benefits/disadvantages of academic social media platforms to be?
Collapse
|