Medical professionalism videos on YouTube: Content exploration and appraisal of user engagement

Ahmad, Tauseef; Sattar, Kamran; Akram, Ashfaq

doi:10.1016/j.sjbs.2020.06.007

Cited by 25 publications

(33 citation statements)

References 27 publications

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“…YouTube is the single largest video-sharing platform on the internet and is the leading free web-based source of videos used by students and health care workers worldwide [ 63 ]. A study of 91 second-year medical students found that 98% used YouTube as a web-based information resource.…”

Section: Resultsmentioning

confidence: 99%

Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review

Katz¹,

Nandi²

2021

JMIR Med Educ

136

104

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Background The COVID-19 pandemic has brought virtual web-based learning to the forefront of medical education as training programs adapt to physical distancing challenges while maintaining the rigorous standards of medical training. Social media has unique and partially untapped potential to supplement formal medical education. Objective The aim of this review is to provide a summary of the incentives, applications, challenges, and pitfalls of social media–based medical education for both trainees and educators. Methods We performed a literature review via PubMed of medical research involving social media platforms, including Facebook, Twitter, Instagram, YouTube, WhatsApp, and podcasts. Papers were reviewed for inclusion based on the integrity and power of the study. Results The unique characteristics of social media platforms such as Facebook, Twitter, Instagram, YouTube, WhatsApp, and podcasts endow them with unique communication capabilities that serve different educational purposes in both formal and informal education settings. However, contemporary medical education curricula lack widespread guidance on meaningful use, application, and deployment of social media in medical education. Conclusions Clinicians and institutions must evolve to embrace the use of social media platforms for medical education. Health care professionals can approach social media engagement in the same ethical manner that they would with patients in person; however, health care institutions ultimately must enable their health care professionals to achieve this by enacting realistic social media policies. Institutions should appoint clinicians with strong social media experience to leadership roles to spearhead these generational and cultural changes. Further studies are needed to better understand how health care professionals can most effectively use social media platforms as educational tools. Ultimately, social media is here to stay, influencing lay public knowledge and trainee knowledge. Clinicians and institutions must embrace this complementary modality of trainee education and champion social media as a novel distribution platform that can also help propagate truth in a time of misinformation, such as the COVID-19 pandemic.

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Section: Resultsmentioning

confidence: 99%

Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review

Katz¹,

Nandi²

2021

JMIR Med Educ

136

104

View full text Add to dashboard Cite

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“…All of these causes proved the usefulness of VBLs in teaching and training. 10,11 In the current study, the number of viewers and watching time duration as well as the number of subscribers, likes, and dislikes could provide evidence of the success of VBLs as a training tool for faculty development (as they our targeted audience of the prepared videos). These VBLs are considered beneficial self-learning resources for the dynamic state of training and gain of educational skills by the viewers.…”

Section: Discussionmentioning

confidence: 75%

“…This could explain the importance and usefulness of internet-based learning and multimedia in health professional education development. 10 The use of videos for educational and training purposes has been found successful. It provides audio-visual support for learners and trainees as they can receive their learning needs through videos in the form of VBLs.…”

Section: Discussionmentioning

confidence: 99%

Short versus long video-based lectures as a tool for faculty development during COVID-19 pandemic

Elsamanoudy

Aboukamer

Hassanien

2021

Int J Community Med Public Health

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With emerge of the COVID-19 pandemic, video-based lectures (VBLs) was widely used as an effective online faculty development tool. VBLs varies from short videos (5-minute) to the long one (1-2 hours). So, the current study aims to evaluate the effectiveness of long VBLs versus short VBLs. A total of 21 short (9) and long (12) VBLs were produced, in 2020, by the authors. The metadata for all of VBLs was downloaded from YouTube [VBLs overview data, audiences’ engagement data, and audience retention (AR) report]. The viewership data included the number of views (4800), watch time by hours (173.6), males to females’ ratio (79/21), the number of the subscribers (157), the video length (2.9±1.2 minutes), number of viewers (241.1±157.8), and the watch time (5.1±3.3 hours). The audience retention is presented as average view duration (1.1±0.4 hours) and average percentage view (42.8±7.9%). Lastly, audience engagement is represented by the number of subscribers (6.4±7.4), likes (9.7±8.0), and dislikes (0.3±0.7). The comparison of the mean audience retention and engagement between short and long VBLs showed that short VBLs had significantly higher number of subscribers and likes as well as the average percentage views in comparison to long VBLs. We could conclude that short VBLs are more effective and efficient as a regard audience retention and engagement. Moreover, the more use of advanced technology for video development makes it more engaging.

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“…Therefore, when gaps in the professionalism (which is an ever evolving educational domain), arise, students shall not be penalized, rather remediation is the choice. [ 11 ]…”

Section: Introductionmentioning

confidence: 99%

Professionalism development of undergraduate medical students

et al. 2021

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Changeover phases are essential and inevitable times in professional life, which let the learners adapt and grasp emerging opportunities for learning based on the past experiences with the catering of novel creativity as required in the present as well as emerging time. This study was carried out to examine the effectiveness of a professionalism course, during the transition from a non-clinical to clinical setting, within the context of undergraduate medical education. This observational study was conducted during 2019 to 2020, with pre- and post-professionalism course evaluation. We used the Dundee Poly-professionalism inventory-1: Academic Integrity, among the undergraduate medical students. Our results are based on the medical student's professional progress with the transition from 2nd year to 3rd year. During the 1st phase of the study, the participants at their Pre-Professionalism Course (PrPC) level in their 2nd medical year (only attended the introductory lectures for professionalism), showed a good understanding of professionalism. For the 2nd phase, when the same students, at their Post-Professionalism Course (PoPC) level, in their 3rd year (completed professionalism course) filled the same survey and it was found that there was no decline in their understanding of the topic, even after more than a year. They were even more aware of the significance of professionalism in their clinical settings. Despite a year gap, the understanding of professionalism among students was stable. Results helped us infer that time laps did not affect the professionalism concept learned earlier; rather during clinical settings, students become more aware of professionalism.

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Medical professionalism videos on YouTube: Content exploration and appraisal of user engagement

Cited by 25 publications

References 27 publications

Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review

Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review

Short versus long video-based lectures as a tool for faculty development during COVID-19 pandemic

Professionalism development of undergraduate medical students

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