Trend of social media use by undergraduate medical students; a comparison between medical students and educators

Nisar, Sumera; Alshanberi, Asim Muhammad; Mousa, Ahmed Hafez; Said, Manal El; Hassan, Fatma E.; Rehman, Areeb; Ansari, Shakeel Ahmed

doi:10.1016/j.amsu.2022.104420

Cited by 9 publications

(6 citation statements)

References 33 publications

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“…Most students (90.6%) used social media for learning for at least 1 hour per day or more, according to a study by Nissar S et al 24 that examined the most popular social networking sites used by medical students which is similar to the finding of the current study, where about 64% of the students used it for up to one hour per day. Since the videos are used only for supplementing the knowledge gained in theory and practical classes hence In a study by Mustafa A. G. et al 2 examining how Jordanian medical students studying at the Jordan University of Science and Technology perceived the popularity, impact, and usefulness of using YouTube to learn anatomy, the findings revealed that 96.4% of the students used YouTube in general, 91.2% used it as a source of information, and 83.9% used it as a learning tool in medical school.…”

Section: Discussionsupporting

confidence: 82%

Prevalence and Predictors of YouTube Use among Undergraduate Medical Students: A Cross Sectional Study from a Medical School of Riyadh, Saudi Arabia

Saleh Aldobekhi

2024

Bangladesh J Med Sci

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Introduction: The use of YouTube has increased now among medical students to revise the curricular content, to better understand them and also to share ideas. This study was carried out to find out the prevalence and predictors of use of YouTube by medical students. Methodology: A cross-sectional study was carried out to assess the prevalence and predictors of use of YouTube as an extracurricular way of enhancing learning experience among medical students of Saudi Arabia for a period of 06 months from February 2023 to July 2023. A pre-validated self-administrated questionnaire consisting of the following sections like sociodemographic details, the predictors for the use of YouTube videos which consisted of frequency of use, grading of its usefulness etc. was used for data collection. Templates were generated in MS Excel sheet and analysis of data was done using SPSS software version 22. Quantitative variables were presented as frequency and percentages while chi square test of significance was used to demonstrate the associated between categorical variables. The value of significance was set as p less than 0.05. Results: The prevalence of use YouTube was 94.1% among medical students in a medical school of Saudi Arabia, out of which 73.8% use it for both educational and entertainment purpose and about 71% of them find it very useful for educational purpose. About 43.7% of students use directed search strategy and most opined that it helped in better understanding. Most students use YouTube for upto one hour. Male students of age group 20 – 22 years were more involved in using YouTube videos as compared to female students or of other age groups and this association was statistically significant. Conclusion: YouTube use is highly prevalent among medical students to better understand the subject matter and to revise them. Male students use them more often as compared to female students. Bangladesh Journal of Medical Science Vol.23 (Special Issue) 2024 p.S122-S126

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Section: Discussionsupporting

confidence: 82%

Prevalence and Predictors of YouTube Use among Undergraduate Medical Students: A Cross Sectional Study from a Medical School of Riyadh, Saudi Arabia

Saleh Aldobekhi

2024

Bangladesh J Med Sci

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“…There was no further elaboration on the SNSME questionnaire as a scale, as suggested in the present study. Studies conducted during and after the COVID-19 pandemic showed the increased need for connectivity among learners, teachers, and communities of practice in acquiring new knowledge and skills [ 5 , 14 ], including issues not usually discussed in the formal medical curricula [ 14 ]; this may explain the high scores recorded in this study.…”

Section: Discussionmentioning

confidence: 94%

“…Their study showed that in two universities in Saudi Arabia, a small proportion of students (37%) utilized social media for learning purposes [ 4 ]. However, following the COVID-19 pandemic, the use of social media platforms such as YouTube, WhatsApp, and Blackboard to support learning or teaching purposes has increased among undergraduate medical students and teachers [ 5 ]. Male students tend to use social media for exchanging information and more senior students utilize social media for learning to a greater extent compared to their junior counterparts [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

“How is social media used for learning?”: relationships between social media use by medical students with their self-regulated learning skills

Findyartini,

Greviana,

Hanum

et al. 2024

BMC Med Educ

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Background Social media is widely used by medical students, including for learning purposes since it facilitates their involvement in the communities of inquiry where they can share, express, and engage in the development of knowledge. Navigating the use of social media requires self-regulated learning (SRL) skills. Hence, studies on the relationships between social media use and SRL skills are necessary. Aim This study aims to investigate the relationships between social media use and students’ SRL skills. Methods A cross-sectional study was conducted using two validated questionnaires: the Social Networking Sites for Medical Education questionnaire (SNSME, 19 items) and the Motivated Strategies for Learning Questionnaire (MSLQ, 81 items). Cross-cultural adaptation and exploratory factor analysis (EFA) were also completed for the SNSME questionnaire, followed by descriptive and bivariate analysis. Results and discussion The SNSME questionnaire is valid for use in the current setting and consists of three subscales: (1) attitudes towards the use of social media for learning and knowledge development, (2) the use of social media for information sharing and interaction, and (3) the use of social media for knowledge development and research. Among 1,122 respondents, male students presented lower scores than female students in the total score of social media for learning (80 vs. 82, p 0.007), and public medical students showed higher scores in terms of attitudes towards the use of social media for learning and knowledge development compared to private medical students (83 vs. 81, p 0.007). The differences in SRL scores for different education stages and among students from public and private medical schools were statistically significant (426 vs. 418, p 0.003, and 436 vs. 418, p < 0.001, respectively). Levels of correlation between social media use and SRL scores were low to moderate (R 0.195–0.462, p < 0.001). Conclusions The adapted SNSME questionnaire in the current setting is valid and the use of social media for learning is influenced by gender and the learning environment. This study highlights the importance of supporting students in using social media for learning purposes as well as using social media as a means to increase their SRL skills.

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“…Similarly, Bosslet et al [ 33 ] found that 94% of medical trainees used social media, with Facebook as the most common platform. More recently, Nisar et al [ 34 ] reported that 89% of students used social media and 69% used it for learning. However, in contrast to older studies, this study demonstrated that newer social media platforms, such as YouTube, Blackboard, WhatsApp, Twitter, Zoom, and Google+, were more popular than platforms like Facebook and LinkedIn.…”

Section: Discussionmentioning

confidence: 99%

Use of Peer-Led Web-Based Platforms for Peer-Assisted Learning Among Canadian Anesthesia Residents and Fellows: Cross-Sectional Study

Li,

Salman,

Esmail

et al. 2023

JMIR Form Res

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Background Peer-assisted learning (PAL) using peer-led web-based platforms (PWPs), including social media, can be a highly effective method of supporting medical trainees. PWPs, such as mobile apps for sharing anesthesia resources and social media groups or discussion forums pertaining to anesthesia training, may play a role in facilitating anesthesia trainee-led web-based education. However, there have been many challenges facing anesthesia trainees when it comes to incorporating PWPs, especially social media and mobile apps for PAL. Objective The primary objective of this survey was to assess the proportion of trainees that use social media and mobile apps. The secondary objective was to identify the trainees’ perceptions on the use of social media and mobile apps for educational purposes, including PAL. Methods This cross-sectional study was conducted through a survey administered via email at a single large academic center. The survey tool collected data between 2016 and 2017 on the following: demographic data (year of study, field of specialty), use of technology and web-based resources for medicine, use of social media platforms for anesthesia or training, benefits and barriers to future uses of social media for training, and ideas for trainee-led websites. Descriptive statistics were reported. Results In total, 80 anesthesia trainees (51 residents and 29 fellows) responded to the survey (response rate of 33% of out 240 trainees contacted). All trainees reported having a mobile device that most (n=61, 76%) reported using multiple times a day to access medical resources. The highest perceived benefits of PWPs according to residents were that the most valuable information was available on-demand (n=27, 53%), they saved time (n=27, 53%), and they improved their overall learning experience within anesthesia (n=24, 47%). In comparison, fellows thought that PWPs were beneficial because they provided multiple perspectives of a single topic (n=13, 45%) and served as an additional platform to discuss ideas with peers (n=13, 45%). The most popular platforms used by both residents and fellows were Facebook (residents: n=44, 86%; fellows: n=26, 90%) followed by LinkedIn (residents: n=21, 42%; fellows: n=9, 29%). Even though most anesthesia trainees used social media for personal reasons, only 26% (n=21) reported having used resident- or fellow-driven PWP resources. Examples of PWPs that trainees used included anesthesia groups and a resident Dropbox resource folder. Conclusions There was generally an acceptance for using PWPs for PAL as they provided various benefits for trainees at all levels of learning. PWPs have the potential to garner an increased sense of community and sharing within learning experiences throughout all levels of training. The information gained from this survey will help inform the basis for developing an anesthesia trainee-led e-learning platform.

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Trend of social media use by undergraduate medical students; a comparison between medical students and educators

Cited by 9 publications

References 33 publications

Prevalence and Predictors of YouTube Use among Undergraduate Medical Students: A Cross Sectional Study from a Medical School of Riyadh, Saudi Arabia

Prevalence and Predictors of YouTube Use among Undergraduate Medical Students: A Cross Sectional Study from a Medical School of Riyadh, Saudi Arabia

“How is social media used for learning?”: relationships between social media use by medical students with their self-regulated learning skills

Use of Peer-Led Web-Based Platforms for Peer-Assisted Learning Among Canadian Anesthesia Residents and Fellows: Cross-Sectional Study

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