Using Facebook for Ongoing Learning Promotes Higher National Licensing Examination Success

Ekarattanawong, Sophapun; Chamod, Pholasit; Thuppia, Amornnat; Mathuradavong, Nakorn; Pattharanitima, Pattharawin; Bhamarapravatana, Kornkarn; Meziani, Mohammed

doi:10.1007/s40670-018-00677-y

Cited by 4 publications

(1 citation statement)

References 8 publications

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“…Although traditional didactic lectures and practical sessions remain at the core of most physiology syllabi (8,33), many institutions are moving toward a more technology-enhanced learning approach as one way of facilitating the change in approach of today's students to their education compared with students of previous eras (6,18,25,42,43,46). Indeed, acknowledging students' love of social media, several higher education programs, including those in the medical and allied healthcare sectors, have inves-tigated integrating the use of social media platforms into their courses (3,20,21,40).…”

Section: Introductionmentioning

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: Introductionmentioning

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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ObGyn Delivered: Social Media Serving Medical Students’ Learning Needs

et al. 2021

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A retrospective and correlative analysis of academic and nonacademic predictors of COMLEX level 1 performance

Kortz

Kongs

Bisesi

et al. 2022

Journal of Osteopathic Medicine

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Context National licensing exams (NLEs) including the Comprehensive Osteopathic Medical Licensing Examination (COMLEX) Level 1 evaluate student achievement. Scores have historically been utilized to stratify medical student applicants for residency. Grade point average (GPA), number of practice questions completed, and performance on practice exams have been shown to be predictive of NLE performance. Test anxiety and acute stress have been shown to negatively impact NLE performance. The role of study behaviors and other nonacademic factors in COMLEX Level 1 performance is unknown. Objectives This study aims to evaluate academic and nonacademic factors and to correlate them with COMLEX Level 1 performance. Additional analysis is conducted to associate COMLEX Level 1 performance with academic and nonacademic factors when controlling for GPA. Methods An anonymous online survey was administered to third- (OMS III) and fourth-year (OMS IV) osteopathic medical students at Kansas City University that had completed the COMLEX Level 1 examination. In total, 72 students responded to the survey. Survey results were linked to student records of GPA and COMLEX Level 1 scores, resulting in 59 complete responses for analysis. Independent-sample t-tests and linear ordinary least squares regression were utilized to analyze the results. Results The majority of participants are male (62.7%) and OMS III (98.3%) with an average age of 27.14 ± 2.58 (mean ± standard deviation). Further demographic data reveal hours per week spent for personal time during dedicated study (n=46, 19.7 ± 18.53), hours of sleep per night during dedicated study (7.34 ± 0.92), and money spent on board preparation ($1,319.12 ± $689.17). High ($1,600–$3,000), average ($1,000–$1,500), and low ($100–$900) spenders do not statistically differ and COMLEX Level 1 performance is not related to the number of resources utilized (F statistics <1; p>0.05). Pearson correlations reveal a statistically significant relationship between COMLEX Level 1 scores with GPA (0.73, p<0.001), number of practice exams completed (0.39, p<0.001), number of questions completed (0.46, p<0.001), number of weeks of study (0.55, p<0.001), and preparation cost (0.28, p<0.05). The regression analysis revealed that money spent on board preparation, number of questions completed, and time spent studying accounted for 75.8% of the variance in COMLEX Level 1 scores after controlling for GPA. Conclusions The data show the association of money spent on board preparation, numbers of questions competed, and time spent studying with a student’s COMLEX Level 1 score. Additionally, these results highlight the amount of money students spend on extracurricular materials to prepare for COMLEX Level 1, yet the data show that the number of resources that students utilized is not related to a student’s COMLEX Level 1 performance.

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Using Facebook for Ongoing Learning Promotes Higher National Licensing Examination Success

Cited by 4 publications

References 8 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?

ObGyn Delivered: Social Media Serving Medical Students’ Learning Needs

A retrospective and correlative analysis of academic and nonacademic predictors of COMLEX level 1 performance

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