What do We Know about the Use of Social Media in Medical Education?

Popoiu, Marius Calin; Grosseck, Gabriela; Holotescu, Carmen

doi:10.1016/j.sbspro.2012.05.466

Cited by 26 publications

(18 citation statements)

References 5 publications

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“…However, the study could not find any study that envisaged to determine the impact of SNSs on the students’ academic performance. Several forms of online social media are used by medical students during their quest for knowledge gain; blogging , a teaching tool for healthcare clients that can facilitate knowledge sharing among students, physicians, patients, and administrators; microblogging , by Twitter account for instance, is used for communicating with a broader audience, coaching medical students, sending links, and experts opinions; wikis , used for collaborative writing, interprofessional education among medical students, physicians, nurses, researchers, and academia; audio/video sharing by podcasts; for presentations and for general healthcare issues; social bookmarking and tag clouds , for facilitating information about areas of common research interest among communities [8]. At the same time, the innovative technologies in digital world have transformed the landscape of educational trends using smartphones and tablets for QR codes, virtual learning, and gamification in courses [9].…”

Section: Introductionmentioning

confidence: 99%

Measuring the extent and nature of use of Social Networking Sites in Medical Education (SNSME) by university students: Results of a multi-center study

Guraya

Almaramhy

Al-Qahtani

et al. 2018

Medical Education Online

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There is a sharp rise in the use of social networking sites (SNSs) by university students for various purposes. However, little is known about the use of SNSs for educational purposes. This study aims to determine educational use of SNSs by the medical students of two Saudi and a Kuwaiti medical school. A cross-sectional study was conducted by administering a 20-statement questionnaire to the undergraduate medical and allied health sciences students of two Saudi universities: Taibah University (TU) and Imam Abdulrahman AlFaisal University (IAFU), and one Kuwaiti university, Kuwait University (KU). The data were collected and analyzed by SPSS 20. Of a total of 1312 respondents, 1181 (90%) students used SNSs and 131 (10%) did not use SNSs for any reason. Further, only 442/1181 (37%, p < 0.00) students used SNSs for education and found these sites to be useful. As many as 357 (27%) students used SNSs for sharing education-related information once a day, 306 (23%) 3–5 times a day, and 331 (25%) once a week. A maximum of 678 (52%) used Facebook for educational purpose and most of the students, 469 (38%), used SNSs for sharing lectures. There were significant variations in responses among genders and year of schooling. The use of online social media in medical education is a rapidly evolving arena of scholarship. Low use of SNSs for sharing information and significant variations in perceptions of medical students about social media should draw attention of policy-makers for promoting awareness and educational reforms.

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Section: Introductionmentioning

confidence: 99%

Measuring the extent and nature of use of Social Networking Sites in Medical Education (SNSME) by university students: Results of a multi-center study

Guraya

Almaramhy

Al-Qahtani

et al. 2018

Medical Education Online

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“…Social media services (eg, Facebook, http://www.facebook.com) have become an incredibly popular means of distributing news among the general population, which may translate into dissemination of medical information as well [38,39]. In fact, an annual conference has been established centered on social media and critical care (http://www.…”

Section: Disseminationmentioning

confidence: 99%

Innovative strategies in critical care education

Tainter

Wong

Bittner

2015

Journal of Critical Care

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“…mEducator 2 was developed as part of mEducator project, which is a European funded best practice network launched in order to host medical educational materials from European higher academic institutions. The objective of mEducator schema was to enable ease of sharing, discovery, and reuse of medical educational content across EU higher academic institutions [13] Another AP developed for managing medical educational content is The Health Education Assets Library (HEAL) 3 . HEAL project is a result of collaboration between numerous faculties, medical schools, the Association of American Medical Colleges, and the National Library of Medicine.…”

Section: Existing Metadata Standardsmentioning

confidence: 99%

“…Also, researchers in the field of medical education have been studying the potential use of web2.0 technologies in enhancing the learning and teaching experience. Studies such as the ones presented in [3], explains the potential impact which web 2.0 technologies can have on medical education for both students and educators.…”

Section: Introductionmentioning

confidence: 99%

A Framework for Linking Educational Medical Objects: Connecting Web2.0 and Traditional Education

Fayez

Joy

2014

Web Information Systems Engineering – WISE 2014

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Abstract. With the emergence of Linked Data principles for achieving web-scale interoperability, and the increasing uptake of open educational content across institutions, Linked Data (LD) is playing an important role in exposing and sharing open educational content on the web. The growing use of the internet has modified quickly our learning habits. Learning in the medical field is unique in its nature. The educational objects are of various types and should be published by trustworthy organizations. Therefore, medical students and educators face difficulties locating educational objects across the web. To address this problem, we propose a data model for describing educational medical objects harvested from the World Wide Web (WWW). The data model is published in Linked Data format in order to build dynamic connections between educational objects harvested from distributed resources. To reduce the burden of navigating through the overwhelming amount of information on the web, we provide a harvesting engine for collecting metadata objects from specified repositories. Then, the harvested educational objects' metadata are represented in our proposed data model named Linked Educational Medical Objects (LEMO). Further enrichment is applied on the metadata records by annotating the textual elements of the records using biomedical ontologies to identify terms inside text and connect them to the Linked Open Data cloud. In this paper, we present the framework proposing the data model LEMO along with its implementation and experiments conducted.

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What do We Know about the Use of Social Media in Medical Education?

Cited by 26 publications

References 5 publications

Measuring the extent and nature of use of Social Networking Sites in Medical Education (SNSME) by university students: Results of a multi-center study

Measuring the extent and nature of use of Social Networking Sites in Medical Education (SNSME) by university students: Results of a multi-center study

Innovative strategies in critical care education

A Framework for Linking Educational Medical Objects: Connecting Web2.0 and Traditional Education

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