Anatomy education for the YouTube generation

Barry, Denis; Marzouk, Fadi; Chulak-Oglu, Kyrylo; Bennett, Deirdre; Tierney, Paul; O’Keeffe, Gerard W.

doi:10.1002/ase.1550

Cited by 247 publications

(228 citation statements)

References 36 publications

(41 reference statements)

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“…As most students use it for socialising/entertainment this means that its transition into academia should be straightforward (Sood, 2015). This aligns with Malcolm Knowles' 'andragogy' theory that states that adults learn more efficiently when they integrate familiar tools into their learning (Barry et al, 2015) suggesting that by introducing social media into the curriculum, learning should become more effective for students. (2015) only looked at the opinion of one educator.…”

Section: Facebooksupporting

confidence: 73%

Social Media use within medical education: A systematic review to develop a pilot questionnaire on how social media can be best used at BSMS

Whyte¹,

Hennessy²

2017

MedEdPublish

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Background: Since the early 2000s social media has become a major part of our daily lives, and over the past decade it has found its way into the medical profession. Despite its ubiquity, only 5 systematic reviews exist on the subject of social medial use within medical education. The reviews conclude that there are positive correlations linked to social media use however the studies are restricted by the same limitations: a lack of quantitative data and the fact that social media research fast becomes outdated. This review will therefore examine the latest studies in order to identify which questions remain to be answered and what areas need further development in order for social media to become a credible resource within medical education. The information gained from this process will be amalgamated to create a valid questionnaire which will produce quantitative data.

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Section: Facebooksupporting

confidence: 73%

Social Media use within medical education: A systematic review to develop a pilot questionnaire on how social media can be best used at BSMS

Whyte¹,

Hennessy²

2017

MedEdPublish

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“…The ability to upload and freely share videos, or create protected groups of sharing allowed students access to a resource without boundaries (Barry et al, 2016). YouTube has become such an established source of videos that by 2015 Barry et al found that 78 % of their students who used web-based platforms to source information were using YouTube as their primary source of videos.…”

Section: Historical Developmentsmentioning

confidence: 99%

Videos in Anatomy Education: History, Present Usage and Future Prospects

Hulme

Štrkalj

2017

Int. J. Morphol.

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“…Today 's 'YouTube generation' is willing to integrate internet with education [13]. E-learning has positively influenced the learning outcomes in several studies.…”

Section: Total Scoresmentioning

confidence: 99%

The Effectiveness of Early Clinical Exposure and E-Learning in Teaching Anatomy

Chimmalgi¹,

Jose²,

Kumari³

2017

IJAR

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Objectives:The primary objective of this study was to determine if Early Clinical Exposure (ECE) and E-learning can be effective alternative methods of teaching anatomy for the first-year medical students. Secondary objectives were to determine (a) if there was gender bias with these methods and (b) if these methods influenced high, average or low achievers selectively. Materials and Methods:Study was conducted in the department of anatomy with 150 first-year medical students participating in it. Students were randomly divided into three groups of 50 each. Six selected topics were taught to the three groups using ECE, e-learning and traditional lecture alternatively. After each session, a test was conducted using 20 objective questions to assess the learning outcome. Average score of the groups were analysed using Fisher one-way ANOVA or Welch test. Multiple comparisons were done using post-hoc tests when the difference between the average scores was found to be significant. Gender difference in the scores for each method was noted. Learning outcome of high, average and low achievers with ECE and e-learning were compared.Results: Average total scores after ECE were comparable to lecture and superior to e-learning in five of the six sessions. E-learning, however, was not as effective as ECE in improving the test scores. Except for one group, where the boys outperformed the girls after e-learning, girls outperformed the boys in all the groups with all the three methods of instruction. ECE or e-learning did not influence high, average or low achievers selectively. Conclusion:Based on the learning outcome, ECE can be an effective method to teach Anatomy in the described format. E-learning did not improve the test scores in the self-study format used in this study, but, 3D visualization can benefit the students when used as an adjunct to the traditional methods.

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Anatomy education for the YouTube generation

Cited by 247 publications

References 36 publications

Social Media use within medical education: A systematic review to develop a pilot questionnaire on how social media can be best used at BSMS

Social Media use within medical education: A systematic review to develop a pilot questionnaire on how social media can be best used at BSMS

Videos in Anatomy Education: History, Present Usage and Future Prospects

The Effectiveness of Early Clinical Exposure and E-Learning in Teaching Anatomy

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