Using a Facebook group to facilitate faculty-student interactions during preclinical medical education: a retrospective survey analysis

Henry, David S.; Wessinger, William D.; Meena, Nikhil; Payakachat, Nalin; Gardner, Jerad M.; Rhee, Sung W.

doi:10.1186/s12909-020-02003-w

Cited by 21 publications

(19 citation statements)

References 45 publications

(55 reference statements)

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“…SoMe were also commonly used to supplement classroom teaching 62,67,72,73,74 . One study utilised SoMe to create a ‘flipped classroom’ in which a case was reviewed by participants on Twitter before classroom sessions 67 .…”

Section: Resultsmentioning

confidence: 99%

Social media in undergraduate medical education: A systematic review

et al. 2021

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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.

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Section: Resultsmentioning

confidence: 99%

Social media in undergraduate medical education: A systematic review

et al. 2021

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“…Social media represents the place to stock materials available for the members of a closed community [30] and to assure constant access to the informational resources [31,32]. The first cohort of students met a problem-they used an open type of community, and difficulties were created with outside members who were not enrolled as students as the external persons created noise that interfered with the educational processes; the second-generation community was created in the closed form, only for the enrolled students as authorized participants; •…”

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confidence: 99%

Digital Communication Tools and Knowledge Creation Processes for Enriched Intellectual Outcome—Experience of Short-Term E-Learning Courses during Pandemic

et al. 2021

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Social isolation during the pandemic contributed to the transition of educational processes to e-learning. A short-term e-marketing education program for a variety of students was introduced in May 2020 and is taught entirely online. A survey was conducted regularly in the last week of training using Google Forms, and three cohorts were surveyed in July, September, and December 2020. A high level of satisfaction indicates an interest in the content and a positive assessment of the level of comfort of an organization adapted to the needs of students; this positive result contrasted with the negative opinion of the remote learning in Russia since March 2020, and this surprising satisfaction of students has motivated the study to try to explain its reasons. This result was compared with the short-term course taught through the educational pedagogical platform of a university. The students of traditional short- and long-term university programs were asked to assess their satisfaction with different digital communication tools used for e-learning. They showed low satisfaction with the pedagogical platform and a positive reaction to the e-communication tools (messengers, social media, short surveys, video conferences, etc.). The qualitative responses helped to better understand the real problems of the cognitive process and the triple structure of intellectual production during e-learning, including interest in the intellectual outcome, the need for emotional and motivational elements of cooperation and competition between students, and smooth behavioral enrichment, which requires special efforts from students and their leading from teachers. The main conclusion concerns a practical decision to continue the implementation of the educational program in the form of an online course with the use of the mixed digital communication tools of social media, messengers, and video conferences, which most likely meets the expectations and capabilities of students.

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“…Third, we analyzed the summer term 2020, which already dates back several months, while modes and methods of online learning have rapidly evolved since the beginning of the pandemic. Hence, even more modern technologies are available and accepted for both undergraduate and postgraduate teaching [20][21][22][23]. Furthermore, course evaluation by the students was voluntary, leading to smaller number of respondents than students taking the respective exams.…”

Section: Discussionmentioning

confidence: 99%

“…The acceptance of online learning observed in our study may partly be explained by generational in uences, as well. Students in 2020/2021 are presumably more open, acquainted, and comfortable with (social) media as a platform for knowledge transfer and dissemination than students from previous decades [22,[24][25][26].…”

Section: Discussionmentioning

confidence: 99%

Teaching medical microbiology during the COVID-19 pandemic: perceptions of medical undergraduates and the effects of online learning

Papan

Schmitt

Becker

2021

Preprint

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Background:The coronavirus disease 2019 (COVID-19) pandemic has imposed unprecedented hurdles to health care systems and medical faculties alike. Lecturers of practical courses at medical schools have been confronted with the challenge to transfer knowledge distantly. We sought to evaluate the effects of an online learning alternative to the traditional medical microbiology course.Methods: During the summer term 2020, medical students at the University of Saarland, Germany, participated in an online-only course in medical microbiology. Teaching content comprised clinical scenarios, theoretical knowledge and instructive videos on microbiological techniques. Test performances, failure rates, and student evaluation, including open-response items, of the course during the summer term 2020 were compared to the summer term 2019.Results:Student performance was comparable between both the online-only group and the comparator for both the written (average grades 7.6 vs. 7.3; p=0.1985) and the oral exam (33.6 vs. 33.4, p=0.7749). Failure rate did not significantly differ between the online-only group and the comparator group (2.4% vs. 3.3%). While lecturer expertise was graded similarly high from students of both groups, students from the summer term 2020 gave lower grades for interdisciplinarity, possibilities for interaction, and the extent to which the educational objectives were defined. Main critiques formulated within the open-response items concerned organizational deficits.Conclusions:Online-only courses in medical microbiology are a feasible teaching option, especially in the setting of a pandemic, leading to similar test performances in comparison to traditional courses. The lack of interaction and sustainability of acquired manual skills warrant further research.

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Using a Facebook group to facilitate faculty-student interactions during preclinical medical education: a retrospective survey analysis

Cited by 21 publications

References 45 publications

Social media in undergraduate medical education: A systematic review

Social media in undergraduate medical education: A systematic review

Digital Communication Tools and Knowledge Creation Processes for Enriched Intellectual Outcome—Experience of Short-Term E-Learning Courses during Pandemic

Teaching medical microbiology during the COVID-19 pandemic: perceptions of medical undergraduates and the effects of online learning

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