ObGyn Delivered: Social Media Serving Medical Students’ Learning Needs

Carman, Kelsey; Minns, Annie; Garber, Sarah S.; Hammoud, Maya M.; Hortsch, Michael

doi:10.1007/s40670-021-01226-w

Cited by 7 publications

(8 citation statements)

References 36 publications

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“…Various types of learning technologies were represented including technologies created specifically to support learning such as bespoke elearning modules, [21][22][23][24] virtual patients, 25-28 assessments [29][30][31][32][33][34][35][36][37][38][39][40] and mobile apps for learning. [41][42][43][44][45][46][47][48][49] Other technologies have been repurposed as learning technologies such as social media, 50,51 medical technologies-including digital microscopy, phonocardiography and digital X-rays, [52][53][54][55][56][57][58][59][60][61] and virtual and augmented reality. [62][63][64][65][66][67][68][69][70][71] Regardless of the nature of the technology, about a third of the identified articles ...…”

Section: Samr Categorisationmentioning

confidence: 99%

Learning technology in health professions education: Realising an (un)imagined future

2023

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ContextTechnology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE.Methods and OutcomesWe first consider the wider scholarship highlighting the intersection between technology and pedagogy, articulating what is meant by transformation and the role of learning technology in driving educational transformation. We then undertake a synthesis of the current high visibility HPE‐focused research. We sampled the literature in two ways—for the five highest impact factor health professional education journals over the past decade and for all PubMed indexed journals for the last 3 years—and categorised the extant research against the Substitution, Augmentation, Modification, Redefinition model. We found that the majority of research we sampled focussed on substituting or augmenting learning through technology, with relatively few studies using technology to modify or redefine what HPE is through the use of technology. Of more concern was the lack of theoretical justification for pedagogical improvement, including transformation, underpinning the majority of studies.ConclusionsWhile all kinds of technology use in learning have their place, the next step for HPE is the robust use of technology aiming to lead transformation. This should be guided by transformational educational theory and aligned with pedagogical context. We challenge HPE practitioners and scholars to work thoughtfully and with intent to enable transformation in education for future health professionals.

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Section: Samr Categorisationmentioning

confidence: 99%

Learning technology in health professions education: Realising an (un)imagined future

2023

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“…A recent published study done in the US among medical students on learning the subject obstetrics and gynaecology online found that there were several positive points to Instagram. These are due to the presence of other medical Instagram accounts, gaining new followers easily, the application itself encourages engagement with users, and its simple concept of posting content (28). Facebook on the other hand was said to have limited reach to new followers and its algorithm is said to make it less reachable to followers (28).…”

Section: Discussionmentioning

confidence: 99%

“…These are due to the presence of other medical Instagram accounts, gaining new followers easily, the application itself encourages engagement with users, and its simple concept of posting content (28). Facebook on the other hand was said to have limited reach to new followers and its algorithm is said to make it less reachable to followers (28).…”

Section: Discussionmentioning

confidence: 99%

Social Media Use and Hypertension Knowledge Among Undergraduate Students During the COVID-19 Pandemic in Faculty of Medicine and Health Sciences, Universiti Putra Malaysia

Rashid¹,

Low²,

Selvanesan³

et al. 2022

MJMHS

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Introduction: Malaysian hypertension prevalence is high at 30% and is the highest risk factor for mortality. Good hypertension knowledge suggests a favourable outcome. Online sources are a popular method of obtaining information especially in young adults and during the pandemic. Our objective is to determine health information seeking online, use of social media, and hypertension knowledge among undergraduate students. Methods: This is a cross-sectional study conducted in the Faculty of Medicine and Health Sciences (FHMS), Universiti Putra Malaysia (UPM). Random sampling was done. An online questionnaire with four sections: (1) socio-demographic data; (2) use of social media; (3) health information sought online; and (4) hypertension knowledge was used . Data were analysed using the SPSS version 25 using Independent T tests and one-way ANOVA to identify factors associated with hypertension knowledge. Results: Mean (SD) age of 286 respondents was 21(1.2) years. Most respondents were female, 207(73.1%), Malays, 177(61.9%) and taking the Medicine course 127(44.4) with a mean of 9.50(4.50) hours of internet usage daily. Many respondents 196(68.5%) looked for information on hypertension online. The mean score for hypertension knowledge was 8.32(1.46); classified as good knowledge. Hypertension knowledge was significantly associated with race (p<0.001), type of course (p<0.001), year of study (p<0.001) and type of health information searched online (p=0.010). Conclusion: We found significant better knowledge in Indians compared to Malays, medical students compared to biomedical sciences and occupational health, students in year 5 compared to years 1&2. Participants that searched on hypertension online had better knowledge on hypertension.

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“…Study participants have reported paying closer attention to content that expires (e.g., Snapchat) than to archived content (e.g., Facebook) 29 and the current understanding of working memory predicts that a Snapchat user would have better recall of information compared to presentation in an archived format. It has been recently suggested that medical educators utilizing social media may benefit from focusing efforts on the strengths of the platform 30 . In the case of Snapchat, the educator may be able to successfully augment learner attention to the material and improve learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…It has been recently suggested that medical educators utilizing social media may benefit from focusing efforts on the strengths of the platform. 30 In the case of Snapchat, the educator may be able to successfully augment learner attention to the material and improve learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

The effect of Snapchat on learner satisfaction and anatomical knowledge retention: Preliminary observations

Pascoe

2021

FASEB BioAdvances

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| 1 www.fasebbioadvances.org | INTRODUCTIONAnatomical knowledge is essential to safe and effective clinical practice. 1 A significant challenge toward the successful attainment of this knowledge was the reduction of contact hours dedicated to anatomy instruction from 2002 to 2014, which has been observed in medical education. 2,3 Anatomy instructors have often turned to emerging technologies to supplement preexisting practices. [4][5][6][7][8] The COVID-19 pandemic and ensuing social distancing

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ObGyn Delivered: Social Media Serving Medical Students’ Learning Needs

Cited by 7 publications

References 36 publications

Learning technology in health professions education: Realising an (un)imagined future

Learning technology in health professions education: Realising an (un)imagined future

Social Media Use and Hypertension Knowledge Among Undergraduate Students During the COVID-19 Pandemic in Faculty of Medicine and Health Sciences, Universiti Putra Malaysia

The effect of Snapchat on learner satisfaction and anatomical knowledge retention: Preliminary observations

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