Objectives
This study aims to assess physician assistant (PA)
students’ experiences with social media (SM) as a part of their medical
education.
Methods
The study is split into two phases: Phase 1- A
cross-sectional survey emailed to all PA students at four PA school campuses to
assess students’ prior SM experiences (226 responses, 71.1% response rate); and
Phase 2- Inclusion of SM educational resources, via Twitter, within lectures performed
at two PA schools. A phase-2 survey assessed students’ opinions of educational
SM (50 responses, 59.5% response rate) and SM usage was tracked.
Results
The phase-1 survey respondents indicated that 97.3%
(n=220) use social media; often used as a part of their education, 65% (n=147)
informally and 2.7% (n=6) formally incorporated. Students most commonly use
Facebook, YouTube, and Instagram, but rarely use Twitter. Currently using SM
for medical education was significantly associated with predicting that future
PA education will formally include SM [r
s
=.341 (r
2
=0.12),
p=<.001], as did younger age, [r
s
=.137 (r
2
=0.02),
p=0.042]. Of phase-2 survey respondents, 93.1% (27/29) of SM users felt it was
a useful addition to the lectures. Significantly more views were captured when
messages were sent during lectures Mean (SD), 102.64(39.7) than in the
peri-lecture time period [49.5(10.6), p<0.001].
Conclusions
Many PA
students are currently using various forms of social media to augment their
education. Most PA students support formal incorporation of social media into
their education. PA educators should
consider using our data and methods of social media inclusion when designing
curricula and while clinically precepting PA students.