Medical Students and Staff Physicians: The Question of Social Media

Abstract

Social media's prevalence among the professional world is rapidly increasing. Its use among medical personnel-specifically, medical students, resident physicians, and staff physicians-could compromise personal-professional boundaries. Could the acceptance or lack of acceptance of a friend request bias the medical student application process? If friend requests are accepted, then medical students, resident physicians, and staff physicians are provided access to very personal aspects of one another's lives, which may not have been the intent. The question remains whether the separation of one's personal life from work is necessary. Should medical students restrict social media relationships with residents and staff physicians to professional social media networks? The suitability and opportunities of social media among medical professionals is an ongoing issue for research that needs continued evaluation.

Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection

“…From a psychometric viewpoint, the MCQs and bellringer examinations administered to all three cohorts of students had acceptable point biserial values which are a reflection of the validity (Pelaccia & Viau, 2017; Wells & Cartwright‐Hatton, 2004) and reliability (Noller, Mai, Zapanta, & Camacho, 2017; Shigli et al, 2011) of the individual examinations. The KR‐20 values of the MCQs were also high, indicating the likelihood of obtaining similar results if the examination was readministered to another group of similar students (Khafagy, Ahmed, & Saad, 2016; Powis, 2015).…”

“…This can be related to learning approaches have already been established in students prior to commencing the healthcare program (Azer, 2012; Raikos & Waidyasekara, 2014). These students would already have developed an SAA toward acquiring (Pelaccia & Viau, 2017; Vizeshfar & Torabizadeh, 2018) and processing (Noller et al, 2017; Williams et al, 2019) information that has been effective in their previous courses.…”

“…This could be attributed to the unique modes of assessment of student knowledge in anatomy (Feeley & Biggerstaff, 2015; Hu et al, 2018; Quinn et al, 2018). Literature has established that the learning of anatomy is challenging for students due to the extensive content (Feeley & Biggerstaff, 2015; Garas et al, 2018; Howe et al, 2018; Jiraporncharoen et al, 2015), and rigid course schedules (Noller et al, 2017; Sugand et al, 2010). This necessitates strategic and DAs to learning since it requires excellent time management (Al‐Saud, 2013; Grogan & Ferguson, 2018; Slominski et al, 2017) and organizational skills (Garas et al, 2018).…”

“…For any successful learning endeavor, it is necessary to inculcate deep and SAs to learning approaches in students (Noller et al, 2017; O'Mahony et al, 2016; Whillier et al, 2014). Thus, educators need to explicitly convey to students that successful learning of anatomy requires a combination of the retention of meaningful facts (Crossley, Humphris, & Jolly, 2002; Tapp & Logan, 2011) and the ability to competently use them in interactions with clients (Papa & Vaccarezza, 2013; Raikos & Waidyasekara, 2014).…”

“…processing (Noller et al, 2017;Williams et al, 2019) information that has been effective in their previous courses.…”