This exploratory study seeks to understand the diffusion of disinformation by examining how social media users respond to fake news and why. Using a mixed-methods approach in an explanatory-sequential design, this study combines results from a national survey involving 2501 respondents with a series of in-depth interviews with 20 participants from the small but economically and technologically advanced nation of Singapore. This study finds that most social media users in Singapore just ignore the fake news posts they come across on social media. They would only offer corrections when the issue is strongly relevant to them and to people with whom they share a strong and close interpersonal relationship.

No abstract

In the past, medical museums played a significant role in anatomy and pathology training. The attraction of medical museums has declined recently due to the emergence of information technology and innovative medical curricula. An innovative mobile learning platform has been developed using quick response (QR) codes for the museum specimens at the Lee Kong Chain School of Medicine, Singapore. High-quality images of the potted specimens were captured and combined into an album and a video using Adobe Acrobat Pro 9 and Windows Movie Maker, respectively. Subsequently, QR codes were generated linking to PDF documents with annotations, pathology, and clinical history concerning the specimens. Quick response codes were piloted in gastrointestinal teaching module for Year 2 medical students. Survey responses were obtained from students to verify the efficacy of QR as a learning tool. The majority of students either agreed or strongly agreed that it was easy to access the information about the specimen with QR codes (4.47 ± 0.84), while 96% of students agreed that they are able to correlate the specimen with the annotated images (4.56 ± 0.56). The majority of students (78%) agreed that QR codes are useful for their learning (4.22 ± 0.87), while 75% of students felt QR codes motivate them to visit Anatomy Resource Centre. Most of the students agreed that QR codes are useful for revision of materials (4.13 ± 1.07) and independent learning (4.38 ± 0.87). These findings suggest that QR codes are not only effective for students learning but also enhance their exploration experience with the museum specimens. Anat Sci Educ 12: 664-672.

No abstract

No abstract