Social Media Utilization at an Academic Radiology Practice

Utility of instant messaging application, WhatsApp, as a tool to augment post-graduate radiology education

BACKGROUND

Smart phone technology including different instant messaging applications like, WhatsApp, can be used for the development of radiological skills, reporting, and performance. To determine the utility, attitude, and outcome of WhatsApp for augmenting education in FCPS radiology residency program. To assess the opinion of radiology residents regarding WhatsApp as a tool to enhance postgraduate training.

METHODOLOGY

A mixed method (qualitative and quantitative) was conducted at Dow Institute of Radiology, Karachi, Pakistan. All FCPS Radiology residents were given a radiological case by principal investigator followed by residents' response in 24 h. Key findings were shared by the mentor. Before and after the intervention of WhatsApp, all residents were evaluated with written and radiological imaging reporting exam. For quantitative analysis, a closed ended questionnaire was used containing information about total number of messages, images, webpage links shared, level of contribution (active/non-active), and utility (contribution in education related topic only). A feedback form with Likert scale was also got filled by all residents. For qualitative research, semi structured interviews (SSIs) were conducted.

RESULTS

Median number of total images shared were 293 (IQR 1002 images), messages shared 110 (IQR), webpages shared were 54 webpages (61 webpages) and total contents shared by participants was 243 (544 contents). Active contributors showed better performance in utility, competency of contents and attitude towards using social media as a medium for learning. Comparison of written and OSCE results showed better performance after the intervention. Feedback form with Likert scale revealed that students responded positively regarding the shared learning content. Thematic analysis showed 52 codes and 16 themes.

CONCLUSION

In this research we have observed that WhatsApp is highly efficient and productive academic tool which can amplify postgraduate radiology education. Student's narrative reflects that residents have found the missing link which can take them to radiological professional excellence through targeted high-profile learning outside lecture hall in time and place convenient motivational environment. Once it will be blended with existing teaching strategy, it can prove to be a game changer.

A New (Digital) Era in Medical Journalism: Leveraging Social Media and Other Online Tools to Increase Reach and Engagement

Social media is a popular communication and marketing tool in modern society, with the power to reach and engage large audiences. Many members of the medical and radiology communities have embraced social media platforms, particularly X (formerly known as Twitter), as an efficient and economic means for performing patient outreach, disseminating research and educational materials, building networks, and promoting diversity. Editors of medical journals with a clear vision and relevant expertise can leverage social media and other digital tools to advance the journal's mission, further their interests, and directly benefit journal authors and readers. For editors, social media offers a means to increase article visibility and downloads, expand awareness of volunteer opportunities, and use metrics and other feedback to inform future initiatives. Authors benefit from broader dissemination of their work, which aids establishment of a national or international reputation. Readers can receive high-quality high-yield content in a digestible format directly on their devices while actively engaging with journal editors and authors in the online community. The authors highlight the multifaceted benefits of social media engagement and digital tool implementation in the context of medical journalism and summarize the activities of the RadioGraphics Social Media and Digital Innovation Team. By enumerating the social media activities of RadioGraphics and describing the underlying rationale for each activity, the authors present a blueprint for other medical journals considering similar initiatives. ©RSNA, 2023.

Social Media Usage for Radiology Education: A One-Month 2022 Global Survey

OBJECTIVE

To create our own survey to identify the most recent ways in which the global radiology community is using social media specifically for radiology education.

MATERIALS AND METHODS

We created a 30-question survey on SurveyMonkey, promoted it on our CTisus Facebook, Twitter, YouTube, LinkedIn, as well as Reddit accounts, and to our newsletter subscribers, sharing it from March 15 to April 5, 2022. The survey requested demographic information, and asked respondents to clarify their role in radiology and how they participated in each social media platform for radiology education.

RESULTS

We received 254 responses, of which 253 specified their role in radiology: 40.71% were radiologists (n = 103); 24.90% were radiologic technologists (n = 63); 17.79% were residents in radiology (n = 45); and 16.60% engaged in other radiology professions (n = 42). In total, 65 countries were represented (n = 250). Individuals aged 25-34 (n = 89) represented the most popular age group, followed by those aged 35-44 (n = 47), then 45-54 (n = 36). As a combined group, 80.71% said they use social media "every day" or "a few times a week" (n = 205). YouTube was the most popular social media platform for radiology education (n = 180), followed by Instagram (n = 156) and Facebook (n = 110). In terms of goals for radiology education on social media, most answered "to learn more in radiology" (n = 217), with "to keep myself updated on current events in radiology" (n = 162), and "to participate in radiology discussions with colleagues" (n = 67) also well represented. Almost 3 quarters of respondents felt that social media was "extremely useful" or "very useful" for radiology education (n = 187). Approximately half of respondents said they "learn much more from social media" or "learn a bit more from social media" over traditional resources such as textbooks and medical journals (n = 126).

CONCLUSION

Our results suggest that the global radiology community finds education via social media to be useful, and often partakes in such education. It also highlights which social media are relevant for current radiology education and which are not. We anticipate returning to this survey approximately every 2 years to examine how the landscape of social media continues to change in the world of radiology education.

The use of technology in postgraduate medical education within radiology: a scoping review

Postgraduate radiology training has traditionally followed didactic approaches; however, complex reasoning skills and critical thinking are essential in the field of radiology. Therefore, the shortages of radiologists in Africa have necessitated the need to review the use of technology in postgraduate education to improve efficient training and service. This scoping review was conducted to map the evidence on the role of technology in postgraduate radiology education and practice. A systematic scoping review search strategy was undertaken to review material published between January 2005 and August 2020 on the use of technology in radiology education. Data from the included studies were extracted and analyzed for emerging themes and presented in response to the research question. Seven articles described studies from the African continent. The most popular technological intervention was telemedicine, and several niche areas of technology implementation were identified (blended learning, flipped learning, digital teaching files). Furthermore, the most challenging aspects relating to technology use remain fiscal and credentialing constraints. Technology plays a role in postgraduate radiology education through networks, synchronous and asynchronous applications. It has the potential to increase support to doctoral students in the African context and alleviate some stressors associated with traditional, face-to-face didactic programs.

A Gamified Social Media-Based Head and Neck Radiology Education Initiative of the American Society of Head and Neck Radiology: Viewership and Engagement Trends at 3 Years

BACKGROUND AND PURPOSE

Social media has made inroads in medical education. We report the creation and 3-year (2018-2021) longitudinal assessment of the American Society of Head and Neck Radiology Case of the Week (#ASHNRCOTW), assessing viewership, engagement, and impact of the coronavirus disease 2019 (COVID-19) pandemic on this Twitter-based education initiative.

MATERIALS AND METHODS

Unknown cases were tweeted from the American Society of Head and Neck Radiology account weekly. Tweet impressions (number of times seen), engagements (number of interactions), and new followers were tabulated. A social media marketing platform identified worldwide distribution of Twitter followers. Summary and t test statistics were performed.

RESULTS

#ASHNRCOTW was highly visible with 2,082,280 impressions and 203,137 engagements. There were significantly greater mean case impressions (9917 versus 6346), mean case engagements (1305 versus 474), case engagement rates (13.06% versus 7.76%), mean answer impressions (8760 versus 5556), mean answer engagements (908 versus 436), answer engagement rates (10.38% versus 7.87%), mean total (case + answer) impressions (18,677 versus 11,912), mean total engagements (2214 versus 910), and total engagement rates (11.79% versus 7.69%) for cases published after the pandemic started (all P values < .001). There was a significant increase in monthly new followers after starting #ASHNRCOTW (mean, 134 versus 6; P < .001) and significantly increased monthly new followers after the pandemic started compared with prepandemic (mean, 178 versus 101; P = .003). The American Society of Head and Neck Radiology has 7564 Twitter followers throughout 130 countries (66% outside the United States).

CONCLUSIONS

Social media affords substantial visibility, engagement, and global outreach for radiology education. #ASHNRCOTW viewership and engagement increased significantly during the COVID-19 pandemic.

Which Types of Facebook Posts Yield the Best Response for Radiology Education: A One-Year Analysis of What We Learned

RATIONALE AND OBJECTIVES

We post several times daily on our Facebook page, CTisus, to educate radiology students and professionals globally. We aimed to determine how our data compared for different types of posts and ascertain the popularity of videos versus case images, illustrations versus case images, and whether cinematic rendering performed better than traditional computed tomography.

MATERIALS AND METHODS

We exported data for one year's worth of Facebook posts (November 1, 2020 to October 31, 2021) and categorized posts into 18 types. Our primary outcome was popularity of each post, measured by "reach" and "engagement" counts provided by Facebook.

RESULTS

Among the 9057 posts exported, "just for fun" posts performed the best, followed by quiz images. Case images performed significantly better than instructional videos (p < 0.0001). However, the opposite was true for engagement, where instructional videos performed significantly better than case images (p = 0.0012). For both reach and engagement, case images performed better than medical illustrations (p < 0.0001). For both reach (p < 0.0005) and engagement (p < 0.0001), traditional computed tomography performed significantly better than cinematic rendering. All video types had better engagement than case images and medical illustrations (p < 0.0001) and both had significantly better engagement than text (p < 0.0001).

CONCLUSION

Our results may help other educators choose what types of content to create and post on social media to achieve the best impact on learners.

Influences of the Social Media Continuum Model in Radiology: Theory and Reality

Social media utilization has been growing exponentially worldwide and has created a thriving venue for radiologists and the profession of radiology to engage in on both the academic and social levels. The aim of this article is to conduct updated literature review and address a gap in the literature by introducing a simple classification for social media utilization and a new theoretical model to outline the role and potential value of social media in the realm of radiology. We propose classifying social media through usage-driven and access-driven indices. Furthermore, we discuss the interdependency of radiologists, other physicians and non-physician stakeholders, scientific journals, conferences/meetings and the general public in an integrated social media continuum model. With the ongoing sub-specialization of radiology, social media helps mitigate the physical barriers of making connections with peers and audiences which would have otherwise been unfeasible. The constant evolution and diversification of social media platforms necessitates a novel approach to better understand its role through a radiological lens. With the looming fear of 'ancillary service' labelling, social media could be the golden plate to halt the path towards commoditization of radiology.

YouTube and Radiology: The Viability, Pitfalls, and Untapped Potential of the Premier Social Media Video Platform for Image-Based Education

RATIONALE AND OBJECTIVES

There are several popular radiology channels on YouTube, reinforcing studies showing interest among medical students and trainees in video education and suggesting the potential use of YouTube for radiology education.

MATERIALS AND METHODS

The CTisus YouTube channel, dedicated to radiology education and based in the Russell H. Morgan Department of Radiology and Radiological Science at Johns Hopkins Hospital, has 25,000 subscribers. The benefits of this social media platform for radiology education were analyzed. The most popular videos (n = 484) from July 1, 2017 to June 30, 2020 were categorized into "case clips" (short displays of case images); "Facebook Live" (15-20 minute discussions later posted to YouTube); "lectures" (weekly PowerPoint lectures); and "quizzes" (10-question quiz discussions posted monthly). The number of days videos were available from July 2017 to June 2020 were counted and median views per 30 days were recorded. Lecture content was used to determine which of the following topics were more popular (received the most views) than others: Artificial intelligence, chest, gastrointestinal, genitourinary, musculoskeletal, neuro, physics, technique (such as protocols and contrast), technology, and vascular.

RESULTS

Facebook Live videos had the highest median views per 30 days (236.9), the highest median likes per 30 days (2.5), the highest median shares per 30 days (2.0), and the highest median subscribers gained per 30 days (0.7). Unlike video type, there was no obvious favorite lecture topic among viewers.

CONCLUSION

Viewers were most engaged with longer videos, with interaction and watch time indicating greater interest than simple clicks/views. YouTube is an easy-to-use and valuable platform for hosting video content. It reaches a global audience and provides what many radiology trainees and professionals are looking for: video instruction.

Radiology on Instagram: Analysis of Public Accounts and Identified Areas for Content Creation

RATIONALE AND OBJECTIVES

Radiology social media research has focused on Twitter, Facebook, and YouTube, with minimal attention to Instagram, which may be a natural platform for engagement. We evaluated features of public radiology-related Instagram accounts.

MATERIALS AND METHODS

Instagram accounts were searched using the term "radiology." Two independent raters used a coding system developed through initial content review to categorize account user types and post aims over the study month (October 2019). Multivariate linear regressions were performed.

RESULTS

49 Instagram accounts and their 459 posts were retrieved. Users had median 117 total posts (interquartile range 43-203), 9 posts during the study month (1-16), 3079 followers (695-19,600), and 106 followed users (50-351). Most users were radiologists (41%, most commonly academic), radiology practices (12%, most commonly academic) and 10% radiology professional societies. The 459 posts had median 178 likes (interquartile range 51-353) and 2 comments (0-5); single videos had median 4693 views (2183-6080). 75% of posts were radiology images or videos (of these, 29% MRI, 28% CT). 65% of posts were clinical imaging cases (most commonly neuroradiology). Seven posts violated HIPAA regulations, all originating outside the U.S. When controlling for number of account followers, posts by radiology society (β = -130.6, p = 0.017) and practice accounts (β = -90.6, p = 0.049) had fewer post likes. An artwork post was the only significant predictor of greater post likes (β = +866.2, p < 0.001) and comments (β = +14.3, p < 0.001).

CONCLUSION

Instagram is commonly used by academic radiologists to present clinical imaging cases. Radiologists should consider opportunities for greater application of this unique image-based social media platform.

Twitter Use by Academic Nuclear Medicine Programs: Pilot Content Analysis Study

Background

There is scant insight into the presence of nuclear medicine (NM) and nuclear radiology (NR) programs on social media.

Objective

Our purpose was to assess Twitter engagement by academic NM/NR programs in the United States.

Methods

We measured Twitter engagement by the academic NM/NR community, accounting for various NM/NR certification pathways. The Twitter presence of NM/NR programs at both the department and program director level was identified. Tweets by programs were cross-referenced against potential high-yield NM- or NR-related hashtags, and tabulated at a binary level. A brief survey was done to identify obstacles and benefits to Twitter use by academic NM/NR faculty.

Results

For 2019-2020, 88 unique programs in the United States offered NM/NR certification pathways. Of these, 52% (46/88) had Twitter accounts and 24% (21/88) had at least one post related to NM/NR. Only three radiology departments had unique Twitter accounts for the NM/molecular imaging division. Of the other 103 diagnostic radiology residency programs, only 16% (16/103) had a presence on Twitter and 5% (5/103) had tweets about NM/NR. Only 9% (8/88) of NM/NR program directors were on Twitter, and three program directors tweeted about NM/NR. The survey revealed a lack of clarity and resources around using Twitter, although respondents acknowledged the perceived value of Twitter engagement for attracting younger trainees.

Conclusions

Currently, there is minimal Twitter engagement by the academic NM/NR community. The perceived value of Twitter engagement is counterbalanced by identifiable obstacles. Given radiologists’ overall positive views of social media’s usefulness, scant social media engagement by the NM community may represent a missed opportunity. More Twitter engagement and further research by trainees and colleagues should be encouraged, as well as the streamlined use of unique hashtags.

Is a Picture Really Worth More than a Thousand Words? Which Instagram Post Types Elicit the Best Response for Radiology Education

Since its 2010 launch, Instagram has rapidly risen to become one of the leading social media in the world, with more than one billion monthly users. Within the field of radiology, perhaps because of the image-weighted nature of the platform, several prominent organizations host Instagram accounts, including the Radiological Society of North America, American Roentgen Ray Society, American College of Radiology, and the American Board of Radiology. We started our own Instagram account in January 2016 because of the popularity of this social media platform among medical students. Our website contains over 260,000 images and is aimed at educating physicians, technologists, and nurses around the world on radiology, with an emphasis on body computed tomography. Given our varied selection of radiology resources, we were curious as to which posts perform best on Instagram and set out how to best characterize the interest in these posts. Our results point to an approach that can aid radiology educators who use social media, particularly Instagram, in producing popular content.

Using Facebook Live to Advocate Breast Cancer Screening

With current conflicting and confusing screening mammography guidelines between major medical organizations, radiologists have an opportunity to educate and advocate for patients using the power of social media. The authors provide a brief overview on the impact of social media in radiology, in particular Facebook, as well as challenges encountered by radiologists as they establish an online presence, and how to effectively use Facebook Live to advocate for screening mammography.

Establishing an Online Educational Teaching File on Instagram for an Academic Radiology Department: Proof-of-Concept

Instagram is a powerful social media platform, which can serve as the ideal educational companion app for a visually rich discipline such as Radiology. Instagram facilitates easy content creation allowing for educators to utilize this resource for easy and rapid dissemination of educational content. The authors describe their experience of creating an online publicly available radiology teaching file on Instagram as a proof-of-concept, to help other individuals and institutions in leveraging social media to create and share quality educational content for current and future trainees.

Social Media in Radiology: Overview and Usefulness of Online Professional #SoMe Profiles

Social media is a ubiquitous part of society and used by many healthcare professionals, including radiologists. This article prepared by the 2019-2020 Radiology Research Alliance Social Media Task Force presents different uses and benefits of an online professional social media profile. Physician and healthcare-specific issues along with popular platforms such as LinkedIn, Facebook, Twitter, Instagram, and YouTube are used to explore topics including education, branding, research, mentorship, promotion, and leadership.

Radiology, Mobile Devices, and Internet of Things (IoT)

Radiology by its nature is intricately connected to the Internet and is at the forefront of technology in medicine. The past few years have seen a dramatic rise in Internet-based technology in healthcare, with imaging as a core application. Numerous Internet-based applications and technologies have made forays into medicine, and for radiology it is more seamless than in other clinical specialties. Many applications in the practice of radiology are Internet based and more applications are being added every day. Introduction of mobile devices and their integration into imaging workflow has reinforced the role played by the Internet in radiology. Due to the rapid proliferation of wearable devices and smartphones, IoT-enabled technology is evolving healthcare from conventional hub-based systems to more personalized healthcare systems. This article briefly discusses how the IoT plays a useful role in daily imaging workflow and current and potential future applications, how mobile devices can be integrated into radiology workflows, and the impact of the IoT on resident and medical student education, research, and patient engagement in radiology.

Information behaviour of the millennial generation: a scoping review of medical residents and their use of social media

BACKGROUND

Medical residents can offer ideas for new information services, as most of them are 'digital natives', although reviews of the use of social media in health care settings do not provide data on their information behaviour.

OBJECTIVE

A scoping review aimed at providing a research map for the information behaviour of medical residents and their use of social media, listing the aspects of the information behaviour studied and the theories and methods used.

METHODS

A search was carried out in pubmed, embase, cinahl and lisa in April of 2018, with the results limited to the period from 2010 onwards.

RESULTS

Thirty-nine relevant articles from 38 different studies were identified. The presence and use of social media was the most researched aspect, followed by information sharing, the relationships established and, finally, the search for and use of information. These aspects are researched mainly from the point of view of doctor-patient interactions. Only one study incorporated a theory of its design. Surveys were the most frequently used method.

CONCLUSION

Research does not delve into medical residents' information behaviour on social media, despite the residents themselves using these media (in the context of everyday life, at least). More research is required.

Publicly Available Metrics Underestimate AJNR Twitter Impact and Follower Engagement

Social media use by professional organizations has increased as a platform to disseminate information, affording an alternative avenue to engage membership and the public. The American Journal of Neuroradiology (AJNR) posts cases and articles, hosts Tweet chats, advertises podcasts, and more on its Twitter account (@TheAJNR). The objective of this study was to determine whether user engagement is underestimated on the basis of publicly available metrics and to assess the engagement rate. This study demonstrated that engagement extends beyond visible metrics, suggesting an AJNR "silent" following beyond what is readily apparent. Median engagement rates from the @TheAJNR account from 2017 to 2019 appear stable since last reported in 2016 and are comparable with those reported in other professional medical journals.

Social-media use and academic performance among undergraduates in biology

The development of social media applications has made it an important part of students' personal lives. In this article, we aim to determine whether social media usage is beneficial or harmful to college students through academic performance. Through a survey of biological undergraduates, we found that boys use social media applications more frequently than girls, and that GPA is inversely related to the number of social media applications that students subscribe to. In addition, we found that using more social media applications is positively related to the amount of time spent on social media per day. Our research shows that social media may have a negative impact on undergraduates' study habits and academic performance. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):615-619, 2019.

Embracing social media in the era of work-life integration

Radiology practices are leveraging social media for networking, education, branding, and marketing. This change inherently requires radiologists to increase their engagement in social media and may negatively affect work-life integration and contribute to radiologist burnout. In this article, we describe specific strategies that radiology practices may deploy to help balance work-life integration.

Are We Witnessing a Paradigm Shift?: A Systematic Review of Social Media in Residency

As social media's applications continue to evolve, the pitfalls and dangers associated with misuse have been accentuated in the literature. Consequently, academic institutions across the nation have implemented social media policies. This study is aimed to evaluate the state of social media literature examining postgraduate trainees (residents/fellows).

METHODS

A systematic search was performed identifying peer-reviewed publications presenting original research. Studies published through December 8, 2018, focusing on social media use among postgraduate trainees were considered for inclusion.

RESULTS

Fifty-three studies were categorized into 4 domains: (1) resident recruitment, (2) graduate medical education, (3) professional development, and (4) academic scholarship. Thirty-four (64.15%) investigated social media's impact on professional development, of which 16 (47.05%) highlighted the detrimental potential on trainee professionalism. The remaining 18 (52.94%) focused on promoting social media training during residency, and/or enhancing social media competency to benefit professional development. Fourteen (26.42%) rationalized social media use in augmenting graduate medical education. Ten (18.87%) assessed social media's influence on resident recruitment, of which 7 (70%) depicted use as a screening instrument for program directors on resident applicants. Two (3.77%) of the studies introduced social media as a platform for academic scholarship with indicators as altmetrics.

CONCLUSIONS

The well-established disadvantages of social media use by the postgraduate trainee continue to persist in the literature. However, there is recognition of social media as a valuable resource in influencing resident recruitment, graduate medical education, professional development, and academic scholarship, representing a paradigm shift-from cautiously avoidant to thoughtful capitalization on its immense potential.