Lifting the negative cloud of social media use within medical education

Hennessy, Catherine

doi:10.1002/ase.1658

Cited by 6 publications

(4 citation statements)

References 10 publications

(16 reference statements)

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“…However, there is often a generational and technological gap between students and faculty (41). So-called "digital immigrants," who were born before the rapid rise in digital technology (36), may not only be skeptical about the benefits of utilizing social media platforms to support their teaching (29,37,41), but may also be less than comfortable using them (7). As such, it is possible that some academics will be unaware of the full versatility of the social media platforms that they are instructed/requested to use in their teaching.…”

Section: Gem Dem % Of Students In Classmentioning

confidence: 99%

How much do preclinical medical students utilize the internet to study physiology?

O’Malley

Barry

2019

Advances in Physiology Education

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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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Section: Gem Dem % Of Students In Classmentioning

confidence: 99%

How much do preclinical medical students utilize the internet to study physiology?

O’Malley

Barry

2019

Advances in Physiology Education

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“…[ 2 3 22 24 25 26 27 28 ] These potential solutions can serve as starting points and can be adapted and tailored to the specific context and needs of each educational institution or program. [ 29 30 ] The Department of Community Medicine at Datta Meghe Medical College, Nagpur, the Off-Campus of Datta Meghe Institute of Higher Education and Research, Deemed-to-be University, Sawangi, Wardha, Maharashtra, has created a WhatsApp Group with the undergraduate medical students from the third professional phase—part I and the group is being constantly used by both teachers and students to continue learning beyond the college hours and for mentoring.…”

Section: Introductionmentioning

confidence: 99%

From Likes to Saving Lives: Embracing Social Media’s Power to Connect, Learn, and Innovate in Medical Education Delivery

Shrivastava,

Bankar,

Shrivastava

et al. 2024

Journal of Pharmacy and Bioallied Sciences

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Social media have become an integral part of human life, because the manner in which we communicate, share information, and network with the external world is changing significantly. The purpose of the current review is to explore the role of social media in transforming medical education, identify the merits and the potential concerns, and propose effective strategies to overcome the identified challenges. Social media have significant potential in strengthening the delivery of medical education and meeting the scenarios emerging out of changing dynamics. The most important aspect of social media is that they have global reach and wide accessibility, and promotes active engagement of students. Similar to any other teaching–learning method, even the use of social media has its own limitations-cum-concerns. We must come out with potential solutions to each one of these problems so that overall acceptance and utilization of social media applications can be optimized. In conclusion, social media in medical education have immense potential to revolutionize learning and provide a platform for collaborative learning and networking. The need of the hour is to do systematic planning, train stakeholders, and establish guidelines for promoting effective engagement while using social media, and thereby keeping pace with the rapidly evolving healthcare landscape.

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“…While students commonly utilize YouTube, Facebook and Twitter to support their learning, each demonstrates distinct benefits (Barry et al, ; Hennessy, ). In a study by Jaffar (), Facebook was shown to be favored by students, with most believing it provided a suitable learning environment.…”

Section: Introductionmentioning

confidence: 99%

“…Within medical education, incorporating SoMe into formal education results in favorable outcomes for learner satisfaction, knowledge, attitudes, and professional skill development (Cheston et al, ). Though educators rarely make social media use compulsory, reports of students’ uptake of SoMe platforms demonstrates a willingness of learners to engage in learning through social media (Hennessy, ).…”

Section: Introductionmentioning

confidence: 99%

Ask an anatomist: Identifying global trends, topics and themes of academic anatomists using twitter

Marsland

Lazarus

2017

Anatomical Sciences Ed

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Social media (SoMe) is increasingly used in higher education (HE) to access knowledge and enable global communication. The SoMe platform Twitter is particularly beneficial in these contexts because it is readily accessible, easily searchable (via hashtags) and global. Given these advantages, the twitter platform @AskAnatomist was created to foster a global weekly tweet chat, where students and academics can ask and address anatomy-related questions. The aim of this study was to identify themes arising in the early stages of the @AskAnatomy Twitter community to gain insights into current needs/key areas for academic anatomists, students, and other followers. A qualitative analysis of tweets including the hashtag #AnatQ, (the associated @AskAnatomist hashtag), was undertaken to achieve this aim. Thematic analysis revealed three core themes arising in the formative stages of the @AskAnatomist Twitter site: (1) anatomical education modalities, (2) specific anatomy content, and (3) research motivations. These themes reveal controversies within the field of anatomical sciences, areas for potential education resource improvement and research, as well as the humor of anatomists. Though the original intent of the @AskAnatomist site was to engage the general public in anatomy content and knowledge, tweet analysis suggests that academic anatomists were the primary active "tweeters". Interestingly, this analysis reveals that the @AskAnatomist site progressed into a web-based community of practice (CoP), suggesting an additional benefit of SoMe communities in the field of anatomy. Anat Sci Educ 11: 270-281. © 2017 American Association of Anatomists.

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Lifting the negative cloud of social media use within medical education

Cited by 6 publications

References 10 publications

How much do preclinical medical students utilize the internet to study physiology?

How much do preclinical medical students utilize the internet to study physiology?

From Likes to Saving Lives: Embracing Social Media’s Power to Connect, Learn, and Innovate in Medical Education Delivery

Ask an anatomist: Identifying global trends, topics and themes of academic anatomists using twitter

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