How we use social media to supplement a novel curriculum in medical education

Bahner, David P.; Adkins, Eric; Patel, N.; Donley, Chad; Nagel, Rollin; Kman, Nicholas

doi:10.3109/0142159x.2012.668245

Cited by 164 publications

(118 citation statements)

References 7 publications

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“…Electronic medical records and online textbooks and journals are virtually ubiquitous for this generation [9].electronic learning because it is convenient and efficient and it allows for control over pace, sequence, and content [11]. Chatting/blogging and social media have become important forms of learning in medical education [12,13]. We have anecdotally observed how our Generation Y learners prefer to use textbooks as references and focus on practice questions as the crux of content delivery, a more retrospective form of learning.…”

Section: Generation Ymentioning

confidence: 99%

The Medical Education of Generation Y

2015

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Section: Generation Ymentioning

confidence: 99%

The Medical Education of Generation Y

2015

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“…Our interactive tutorial also provided an opportunity to include formative assessment through multiple choice questions, in addition to testing and questionnaire functionality which allowed us to efficiently evaluate learning and student perceptions. Social media have been successfully utilised for anatomy learning and as a supplement to medical education (Bahner et al, 2012;Hennessy, Kirkpatrick, Smith, & Border, 2016). These resources provide an accessible platform where the educator can faciliate the creation of a community for those students who choose to use artistic learning methods.…”

Section: Tip 12: Incorporate Technologymentioning

confidence: 99%

Twelve tips for implementing artistic learning approaches in anatomy education

Keenan¹,

Hutchinson²,

Bell³

2017

MedEdPublish

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To enhance learning and maximise student satisfaction while simultaneously optimising costs and resources within the modern context and environment of integrated anatomy education, it is vital that innovative methods of delivering learning and teaching are considered for implementation into medical curricula. The development of learning processes including observation, visualisation, haptic reasoning and visuospatial ability are strongly associated with the use of artistic approaches. In addition to being crucial for medical student learning of anatomy and other life sciences, such skills are also relevant for training in surgery, clinical observation and diagnosis. The twelve tips outlined here have been identified with the intention of providing guidance for anatomy educators aiming to incorporate innovative creative and artistic approaches into their own teaching practice within medical curricula. These proposals are underpinned by educational theory and recent research that has investigated artistic learning methods in medical education. Recommendations are also based on our personal experiences from both the undergraduate student point of view as well as the academic educator perspective with respect to the usage of creative and artistic learning approaches in anatomy education at Newcastle University.Keywords: Anatomy, Artistic learning methods, Undergraduate medical education Tip 1: Take a scholarly approach When designing and introducing any teaching innovation, in order to provide the best possible educational experience for students, it is important to draw on many aspects of the learning process and environment. To provide a strong pedagogical basis for an artistic learning approach, it is important to identify both the educational theory and research evidence that underpin the practical method. Theories of learning can provide an effective starting point when designing an innovative artistic approach, particularly those that include scope for learning that begins with a basic outline and then gradually builds upon prior knowledge of anatomical structures in order to develop complexity (Ausubel, 2012;Kolb, 1984), a process that can correspond to the production of artwork. Theories of drawing and learning through art (Catterall, 2005;Perkins, 1994;Petherbridge, 2010) can also provide useful insights into the practical educational value of artistic methods. The pedagogical value of artistic methods are primarily related to the motor skills and cognitive processes that are engaged when using such approaches. Research evidence suggests that key elements of observation (Backhouse, Fitzpatrick, Hutchinson, Thandi, & Keenan, 2017;Chamberlain et al., 2014;Jasani & Saks, 2013;Lyon, Letschka, Ainsworth, & Haq, 2013;Moore, Lowe, Lawrence, & Borchers, 2011;Pellico, Friedlaender, & Fennie, 2009) reflection and repetition (Backhouse et al., 2017;Lyon et al., 2013), and visualisation (Pandey & Zimitat, 2007) should be incorporated and emphasised within any artistic learning approach. Haptic (Jones, Minogue, ...

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“…At one institution, physicians in emergency medicine taught students the basics of ultrasonography entirely via Twitter. 10 Although intended for their own students, with Facebook serving as their discussion board, these physicians quickly found that they acquired an international following of others interested in learning ultrasonography. The use of Twitter and Facebook apps on their mobile devices made the course more accessible for everyone.…”

Section: Social Media As An Educational Mediummentioning

confidence: 99%