The Use of YouTube in Learning Human Anatomy by Venezuelan Medical Students

Reverón, Rafael Romero

doi:10.15406/mojap.2016.02.00075

Cited by 13 publications

(11 citation statements)

References 37 publications

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“…A study that was conducted in Dublin college reported that the vast majority of surveyed second-year medical and radiation therapy students had used web-based platforms to source information with 78% using YouTube as their primary source of anatomy-related video clips [6]. This comes in harmony with the findings of another study which surveyed Venezuelan first-year medical students and found that 85% used YouTube videos to study human anatomy [22]. Both of the two aforementioned studies suggested a beneficial effect of implementing YouTube videos in anatomy education.…”

Section: Introductionmentioning

confidence: 71%

Using YouTube to Learn Anatomy: Perspectives of Jordanian Medical Students

Mustafa

Taha

Al‐Shboul

et al. 2020

BioMed Research International

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Purpose. The study is aimed at exploring the popularity, impact, and usefulness of using YouTube in learning anatomy as perceived by Jordanian medical students studying at Jordan University of Science and Technology. Methods. The present work is a cross-sectional questionnaire-based study. First-, second-, and third-year medical students were invited to complete an anonymous questionnaire. Students’ responses were numerically coded, and the results were analyzed to reveal any statistically significant differences related to gender or level of study. Results. The results showed that 96.4% of the students used YouTube in general, 91.2% used it as a source of information, and 83.9% used YouTube as a learning tool in medical school. Further, YouTube was used by 79.1% of the students as an anatomy-learning tool. Most of these students used this platform in learning gross anatomy. The study also revealed that dissection videos were the most viewed anatomy-related content. Regarding the perceived value of YouTube as an anatomy-learning tool, the majority of the students reported that YouTube offered them useful anatomical information and enhanced their understanding, memorization, and recall of anatomical information. In addition, most of them recommended using YouTube as an anatomy-learning tool. Statistical analysis of the results revealed the presence of gender-related significant differences in students’ perspectives. Such differences were also found among students of different levels of study. Conclusion. Medical students have positive attitudes toward using YouTube in augmenting their anatomy learning. For this, educators are encouraged to adopt YouTube as an educational tool in their anatomy instruction and to create new anatomy-related YouTube videos to enhance their students’ learning.

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Section: Introductionmentioning

confidence: 71%

Using YouTube to Learn Anatomy: Perspectives of Jordanian Medical Students

Mustafa

Taha

Al‐Shboul

et al. 2020

BioMed Research International

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“…Of the 54 included studies addressing exposures to SoMemediated medical education, the most prevalent focus was assessing usage patterns of SoMe platforms by students, seen in 38 studies (70%). Projects looked to identify SoMe platforms and services most commonly used [89][90][91][92] and the duration or purpose of such use. [93][94][95] The second major theme was that of professionalism (17/54, 31%).…”

Section: Exposures To Somementioning

confidence: 99%

Social media in undergraduate medical education: A systematic review

et al. 2021

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Introduction There are over 3.81 billion worldwide active social media (SoMe) users. SoMe are ubiquitous in medical education, with roles across undergraduate programmes, including professionalism, blended learning, well being and mentoring. Previous systematic reviews took place before recent explosions in SoMe popularity and revealed a paucity of high‐quality empirical studies assessing its effectiveness in medical education. This review aimed to synthesise evidence regarding SoMe interventions in undergraduate medical education, to identify features associated with positive and negative outcomes. Methods Authors searched 31 key terms through seven databases, in addition to references, citation and hand searching, between 16 June and 16 July 2020. Studies describing SoMe interventions and research on exposure to existing SoMe were included. Title, abstract and full paper screening were undertaken independently by two reviewers. Included papers were assessed for methodological quality using the Medical Education Research Study Quality Instrument (MERSQI) and/or the Standards for Reporting Qualitative Research (SRQR) instrument. Extracted data were synthesised using narrative synthesis. Results 112 studies from 26 countries met inclusion criteria. Methodological quality of included studies had not significantly improved since 2013. Engagement and satisfaction with SoMe platforms in medical education are described. Students felt SoMe flattened hierarchies and improved communication with educators. SoMe use was associated with improvement in objective knowledge assessment scores and self‐reported clinical and professional performance, however evidence for long term knowledge retention was limited. SoMe use was occasionally linked to adverse impacts upon mental and physical health. Professionalism was heavily investigated and considered important, though generally negative correlations between SoMe use and medical professionalism may exist. Conclusions Social media is enjoyable for students who may improve short term knowledge retention and can aid communication between learners and educators. However, higher‐quality study is required to identify longer‐term impact upon knowledge and skills, provide clarification on professionalism standards and protect against harms.

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“…A survey made with first-year medical students at a medical school in Venezuela showed that 85% of them used YouTube as an online information resource to study human anatomy. 82.5% of them considered that human anatomy videos were a positive tool to learn human anatomy (15). Barry et al surveyed second-year undergraduate medical and radiation therapy students (n=73) regarding their use of online social media in relation to anatomy learning and reported that the majority of students used YouTube as their primary source of anatomy-related video clips (16).…”

Section: Studies Regarding Use Of Youtube In Preclinic Education Use Of Youtube In Teaching Anatomymentioning

confidence: 99%

Tıp Eğitiminde Youtube Kullanımı

Gayef

Çaylan

2021

Konuralp Tıp Dergisi

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The use of technologies is gradually increasing in undergraduate, postgraduate and continuing medical education. The internet has become not only an easily accessible resource for health services but also the biggest and latest source of medical knowledge. In this framework, Web 2.0 sites such as YouTube have become useful sources of information, and they are widely used by medical students as a learning resource. Educators should promote the use of YouTube particularly as a self-guiding method to enhance students' learning. YouTube provides an affordable and useful communication tool that students can access at any time. We believe that YouTube will continue to provide the skills and information needed in the learning processes in undergraduate and postgraduate medical education in the future as well.

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The Use of YouTube in Learning Human Anatomy by Venezuelan Medical Students

Cited by 13 publications

References 37 publications

Using YouTube to Learn Anatomy: Perspectives of Jordanian Medical Students

Using YouTube to Learn Anatomy: Perspectives of Jordanian Medical Students

Social media in undergraduate medical education: A systematic review

Tıp Eğitiminde Youtube Kullanımı

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