Social media in medical education: a new pedagogical paradigm?

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.

From Likes to Saving Lives: Embracing Social Media's Power to Connect, Learn, and Innovate in Medical Education Delivery

Social media have become an integral part of human life, because the manner in which we communicate, share information, and network with the external world is changing significantly. The purpose of the current review is to explore the role of social media in transforming medical education, identify the merits and the potential concerns, and propose effective strategies to overcome the identified challenges. Social media have significant potential in strengthening the delivery of medical education and meeting the scenarios emerging out of changing dynamics. The most important aspect of social media is that they have global reach and wide accessibility, and promotes active engagement of students. Similar to any other teaching-learning method, even the use of social media has its own limitations-cum-concerns. We must come out with potential solutions to each one of these problems so that overall acceptance and utilization of social media applications can be optimized. In conclusion, social media in medical education have immense potential to revolutionize learning and provide a platform for collaborative learning and networking. The need of the hour is to do systematic planning, train stakeholders, and establish guidelines for promoting effective engagement while using social media, and thereby keeping pace with the rapidly evolving healthcare landscape.

Twelve Tips to Succeed as Health Profession Clinical Educator in Resource-Limited Settings

Health professions education is one of the pillars of academic medicine; however, clinical educators often lack the appropriate resources to succeed in this field. Examples of these challenges include: lack of support for faculty development, mentorship, and high cost of resources, when available. In addition, challenges such as the Coronavirus disease (COVID-19) pandemic can affect healthcare personnel who are already struggling to provide adequate patient care while attempting to succeed in the role of educator and supervisor of trainees. Clinical educators face more challenges particularly in low-middle income countries as the limitations are more prominent and become key barriers to success. Similarly, due to COVID-19, these challenges can be far more evident in disadvantaged geographical, economic, and academic environments even in the United States. Herein, in this perspective paper, we define resource-limited settings in medical education, provide an overview of the most common barriers to career development as a clinical educator, and offer practical strategies to overcome some of these shortcomings.

How to begin using social media for transfusion medicine education

This article highlights fundamentals that are important for the transfusion medicine educator to understand about social media. Several examples of personal practical application are shared. Finally, the potential future state of social media will be discussed. In the spirit of a growth mindset, please suspend any previous judgements about social media and allow yourself to consider the possibility of using social media with your transfusion education.

Social networks: A quality tool for health dissemination?

BACKGROUND

Social networks are integrated in our lives and, amongst other functions, they are a means of dissemination. There are numerous social network accounts dedicated to health that could be used as an educational resource. The aim of this study was to evaluate the quality of accounts dedicated to health in different social networks, assessing their content and didactic and technological effectiveness and accessibility.

MATERIALS AND METHODS

Observational cross-sectional descriptive study in which an analysis of social networks related to health was carried out from April to June 2021 in Spain. Twenty-eight accounts were analysed using a mixed qualitative-quantitative methodology. Content analysis of the speeches disseminated through the selected accounts was performed. In addition, the quality of the accounts was assessed with the Instrumento de Evaluación de Recursos Educativos Digitales (#IE_RED) (Digital Educational Resources Evaluation Instrument [#IE_RED]).

RESULTS

Four categories were identified according to the content: student-focused profiles, specific professionals' profiles, current health issues and profiles promoting a healthy lifestyle. In addition, the quality of the accounts obtained a score that indicates they meet the requirements to be validated as a good educational digital resource but could be improved. Instagram social network accounts and those managed by nurses scored significantly higher.

CONCLUSIONS

The analysed accounts were revealed as a quality tool for health dissemination, with varied content and applicable to teaching. Their use could be applied both to the training of health professionals and to the promotion of the population's health.

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

Purpose

Social media (SM) is one of the most powerful tools of communication and learning in the recent era. Different types of information can be shared through these social networking sites in the form of texts, videos, pictures, audios, and references (contacts). Due to the constant increase in the use of these social networking sites in our daily routine life especially during the COVID 19 pandemic, their use in teaching and learning has become inevitable. Social media has immense potential to enhance its role in educational settings. Both the students and educators use it for communication, education, sharing and expressing knowledge, and recreation. Therefore, the present study aims to find out the most frequently used social network sites for learning and easy communication between medical students and educators.

Objective

This study sought to explore the most frequently used social networking sites by the medical students and educators at Batterjee Medical College.

Methods

A cross-sectional study was carried out to assess the trends of usage of SM as an extracurricular way of enhancing learning and teaching experience among medical students and educators in Batterjee Medical College; Saudi Arabia from November 2020 to March 2021.A pre-validated self-administrated questionnaire was built using Google Drive forms and distributed to medical students and educators via emails and WhatsApp. Convenient sampling was used to collect the data.

Conclusion

Social media has immense potential to enhance its role in educational settings. Students in our study preferred YouTube and WhatsApp for their learning and communication especially, during COVID 19 pandemic. However, to further enhance their utility choosing the right platform, the amount and quality of the information shared to ensure optimal benefit, providing ethical guides, and professional standards for SM use at institutional levels are the few challenges that need to address.

Promotion and tenure letters: A guide for faculty

Promotion and tenure (P&T) letters are a key component of the academic advancement portfolio. Despite their importance, many faculty are not trained to write these letters and there is limited literature describing the approach and key components. This paper reviews the role of P&T letters and provides general guidelines for writers. We present a step-by-step guide, which includes how to respond to requests, the role of institutional guidelines, providing context to the letter, evaluating candidates, and delivering an overall recommendation. Finally, we discuss current controversies in P&T letters. This paper is intended to help novice and more experienced writers to enhance their P&T letters, while also helping applicants for promotion understand what is being asked of their letter writers.

Visual art-based training in undergraduate medical education: A systematic review

BACKGROUND

Visual art has been increasingly incorporated into medical education and has been shown to enhance important competencies, such as empathy. However, limited evidence on effective visual art program design and evaluation processes remain. This systematic review examines the format, content, and espoused outcomes of visual art-based training programs in undergraduate medical education.

METHODS

A comprehensive literature search of MEDLINE, EMBASE, the Cochrane Central Register of Controlled Trials, and ProQuestERIC on undergraduate medical education and visual arts retrieved 1703 articles published from 2014 to 2020. After reviewing inclusion and exclusion criteria, 23 articles were chosen for full review and synthesis.

RESULTS

Program format and content varied, ranging from 1-day specific competency focused programs to well-structured comprehensive 6-12-week programs. 6 areas of program foci were identified: observation skills, empathy, tolerance to uncertainty, cultural sensitivity, team building and collaboration, and wellness and resiliency. Although several programs used validated measures to assess skills acquisition, they seldom addressed long-term outcomes.

CONCLUSIONS

Our findings indicate that visual art-based education hold a promise to enhance important competencies in medical education, particularly empathy. Clinical observation, in particular, had the strongest evidence of its effectiveness compared to the other competencies. Future programs incorporating visual arts will benefit from a longitudinal (greater than 6 weeks) program which incorporates guided artworks, reflection exercises, and a group discussion to provide a stronger foundation for the development of core competencies. We propose using validated scales to measure outcomes in future studies and follow-up with participants to better assess Kirkpatrick Level 3 and 4 outcomes.

Be in the Digital Room Where it Happens, Part I: Tweeting & Technology for Career Development

Social media has become a part of everyday life. It has changed the way we obtain and distribute information, connect, and interact with others. As the number of platforms and users grow, medical professionals have learned the value social media can have in education, research, advocacy, and clinical care initiatives. Platforms provide opportunities to network, build collaborations, and develop a reputation. This is part one of a two-part series. This article provides an overview on how social media can benefit professional career development for clinicians and researchers, as well as for advocacy to raise awareness against biases, disparities, and for patient benefit. We review challenges, limitations, and best practices for social media use by medical professionals with neurology-specific examples.

Frequency of Social Media and Digital Scholarship Keywords in U.S. Medical Schools' Promotion and Tenure Guidelines

PURPOSE

Medical schools must have clear policies and procedures for promotion and tenure (P&T) of faculty. Social media and digital scholarship (SMDS) is an emerging form of scholarship capable of reaching audiences quickly, conveniently, and in a wide variety of formats. It is unclear how frequently SMDS is considered during P&T reviews. The authors sought to determine whether current P&T guidelines at medical schools consider SMDS.

METHOD

The authors acquired P&T guidelines from any U.S. Liaison Committee on Medical Education-accredited medical school (or their governing university) that were available online between October and December 2020. Using an iterative process, they developed a bank of keywords that were specific to SMDS or that could include SMDS between October and December 2020. The authors searched each school's guidelines for each keyword and determined whether the word was being used in relation to crediting faculty for SMDS in the context of P&T procedures. The primary outcome measure was the dichotomous presence or absence of SMDS-specific keywords in each school's P&T guidelines.

RESULTS

The authors acquired P&T guidelines from 145/154 (94%) medical schools. After removing duplicate documents, the authors considered 139 guidelines. The keyword bank included 59 terms, of which 49 were specific to SMDS and 10 were umbrella terms that could be inclusive of SMDS. Of the 139 guidelines, 121 (87%) contained at least 1 SMDS-specific keyword. Schools had a median of 3 SMDS-specific keywords in their P&T guidelines.

CONCLUSIONS

As the presence and impact of SMDS increase, schools should provide guidance on its role in the P&T process. Faculty should receive clear guidance on how to document quality SMDS for their promotion file.

Is Social Media Spreading Misinformation on Exercise and Health in Brazil?

Instagram (IG) reaches millions of people, sharing personal content and all kinds of information, including those related to exercise and health. However, the scientific quality of the posted information is questionable. Thus, this study aimed to analyze whether exercise and health information posted by popular Brazilian IG influencers has technical-scientific accuracy. A personal IG account was created to identify Brazilian IG profiles. The inclusion criteria of the accounts were: (1) having 50% of all the shared posts related to topics about exercise and health, such as nutrition, health and wellness, medicine, or physical fitness; and (2) having over 100,000 followers. Qualitative analysis revealed a low quality percentage (38.79 ± 25.43%) for all analyzed posts. Out of all the posts, only 13 (~2.7%) cited a reference endorsing the information. Moreover, the higher quality-ratio score of the posts was not directly associated with the higher educational qualification of the influencers (r = 0.313; p = 0.076). Nevertheless, the number of followers was inversely correlated with the educational qualification of the influencers (r = -0.450; p = 0.009), but not with the quality-ratio score of the posts (r = -0.178 p = 0.322). We conclude that prominent Brazilian IG influencers disseminate low-quality information about exercise and health, contributing to the wide-spreading of misinformation to millions of followers.

Asynchronous group learning in learn from the learner approach: A Learning Object That Enhances and Facilitates Distance Self and Shared Learning

Learning with the learner in an asynchronous group learning approach is a promising method of education that provides a rich, interactive, and socially mediated education. As online learning became more prevalent, and more users are adopting this approach, innovative and theory-based educational activities became necessary. In this article, we introduce and describe a novel form of asynchronous, interactive, and socializing educational activity using educational technology.

The educational session is based on a small group learning activity that is made available for all learners anywhere and anytime. The approach avoids the trap of using educational technology for mere simulation of in-person learning. Based on learning theories, learning with the learner enhances interactive, self-directed, experiential, and social learning. Future development and enhancement with ongoing discussions through online chat platforms open the door for the continuous evolution of the concept.

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Educational technology has evolved from basic use to provide self-directed learning opportunities for learners.

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Learning from learners offers a stimulating, socially interactive, and entertaining educational alternative approach.

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It provides a better alternative to the classical video lectures or other unidirectional delivery of information activities.

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It is a practical, easy to structure with a low-cost approach that accommodates how students like to learn.

Psychiatric Clinics: Computer-Based Teaching

Learning is no longer constrained to the classroom or lecture hall. Today's students expect teaching to be available 24/7 and on whatever device they own and to be interactive and engaging. Educators need to become familiar with computer-based teaching tools and learn how to implement them or risk losing their audience. Use of these tools is not merely converting the medium, say from a VHS (video home system) tape to a YouTube stream, but incorporating the features of the educational tools to facilitate active learning. Social media has become a force in the educational arena, providing a foundational framework.

Ethical Considerations in Pediatricians' Use of Social Media

Increasing use of social media by patients and clinicians creates opportunities as well as dilemmas for pediatricians, who must recognize the inherent ethical and legal complexity of these communication platforms and maintain professionalism in all contexts. Social media can be a useful tool in the practice of medicine by educating both physicians and patients, expanding access to health care, identifying high-risk behaviors, contributing to research, promoting networking and online support, enhancing advocacy, and nurturing professional compassion. At the same time, there are confidentiality, privacy, professionalism, and boundary issues that need to be considered whenever potential interactions occur between physicians and patients via social media. This clinical report is designed to assist pediatricians in identifying and navigating ethical issues to harness the opportunities and avoid the pitfalls of social media.

Response to 'using social media to support small group learning'

This letter serves to respond to the article from the point of view of medical students. It offers critical perspectives on how to take the research further in certain areas and alternatives that can be investigated. It also reinforces conclusions made by the article, as well as bringing to light new ideas, advantages, and limitations of the findings of the study.

Assisting the integration of social media in problem-based learning sessions in the Faculty of Medicine at King Abdulaziz University

PURPOSE

Issues related to traditional Problem-Based Learning (PBL) at King Abdulaziz University Faculty of Medicine (KAU-FOM), including lack of student interaction between sessions and outdated instructional materials have led to the examining the use of social media. This study examines factors affecting the implementation of social media into PBL sessions Methods: Mentored social media activities were incorporated between PBL sessions to third year medical students. Ground rules were set, and students were kept on track with learning objectives and authentic references. An online survey consisting of 18 questions were administered to measure the impact of the social media model embedded between PBL sessions.

RESULTS

Feedback showed major improvements in students' learning process as well as identifying areas for improvement. The highest ratings were in participation and communication, knowledge and information gathering, and cooperation and team-building.

CONCLUSIONS

This paper indicates that incorporating social media could facilitate learning between PBL sessions. Furthermore, guidelines are proposed to help educators implement a social media model into their PBL sessions.

Curated Collections for Educators: Five Key Papers on Evaluating Digital Scholarship

Traditionally, scholarship that was recognized for promotion and tenure consisted of clinical research, bench research, and grant funding. Recent trends have allowed for differing approaches to scholarship, including digital publication. As increasing numbers of trainees and faculty turn to online educational resources, it is imperative to critically evaluate these resources. This article summarizes five key papers that address the appraisal of digital scholarship and describes their relevance to junior clinician educators and faculty developers. In May 2017, the Academic Life in Emergency Medicine Faculty Incubator program focused on the topic of digital scholarship, providing and discussing papers relevant to the topic. We augmented this list of papers with further suggestions by guest experts and by an open call via Twitter for other important papers. Through this process, we created a list of 38 papers in total on the topic of evaluating digital scholarship. In order to determine which of these papers best describe how to evaluate digital scholarship, the authorship group assessed the papers using a modified Delphi approach to build consensus. In this paper we present the five most highly rated papers from our process about evaluating digital scholarship. We summarize each paper and discuss its specific relevance to junior faculty members and to faculty developers. These papers provide a framework for assessing the quality of digital scholarship, so that junior faculty can recommend high-quality educational resources to their trainees. These papers help guide educators on how to produce high quality digital scholarship and maximize recognition and credit in respect to receiving promotion and tenure.

Medical Education for "Generation Z": Everything online?! - An analysis of Internet-based media use by teachers in medicine

Aim: The aims of this study were to gain an overview of the web-based media used during the clinical phase of medical study at German medical schools and to identify the resources needed for web-based media use. Also examined were the influences on web-based media use, for instance, the assessment of their suitability for use in teaching. Method: An online survey of 264 teacher coordinators in internal medicine, surgery, anesthesiology, gynecology, pediatrics and psychiatry was conducted in March and April, 2016. This survey was carried out in the German-speaking countries using a 181-item questionnaire developed by us. Analysis took place in the form of descriptive and exploratory data analysis. Results: The response rate was 34.8% with 92 responses. Individual web-based media were actively used in the classroom by a maximum of 28% of participants. Reasons cited against using web-based media in teaching included the amount of time required and lack of support staff. The assessment of suitability revealed that interactive patient cases, podcasts and subject-specific apps for teaching medicine were predominantly viewed as constructive teaching tools. Social media such as Facebook and Twitter were considered unsuitable. When using web-based media and assessing their suitability for teaching, no correlations with the personal profiles of the teachers were found in the exploratory analysis, except regarding the use of different sources of information. Conclusion: Despite the Internet's rapid development in the past 15 years, web-based media continue to play only a minor role in teaching medicine. Above all, teacher motivation and sufficient staff resources are necessary for more effective use of Internet-based media in the future.

Social Media: Changing the Paradigm for Surgical Education

The role of social media (SoMe) in surgical education is emerging as a tool that augments and complements traditional learning. As SoMe usage has steadily increased in our personal and professional lives, it is no surprise that it has permeated into surgical education. Different SoMe sites offer distinct platforms from which knowledge can be transmitted, while catering to various learning styles. The purpose of this review is to outline the various SoMe platforms and their use in surgical education. Moreover, it will discuss their effectiveness in teaching and learning surgical knowledge and skills as well as other potential roles SoMe has to offer to improve surgical education.

Multiple Wins: Embracing Technology to Increase Efficiency and Maximize Efforts

Clinician educators (CEs) are challenged to produce meaningful scholarship while balancing various clinical and administrative roles. The increasing availability of technology provides new opportunities for scholarly output and dissemination. This article proposes three strategies for utilizing technology to enhance scholarly output for the busy CE. The strategies are supported by real examples of these techniques, followed by a discussion of potential limitations and future directions.

Academic Primer Series: Key Papers About Teaching with Technology

Introduction

Modern learners have immediate, unlimited access to a wide variety of online resources. To appeal to this current generation of learners, educators must embrace the use of technology. However, educators must balance newer, novel technologies with traditional methods to achieve the best learning outcomes. Therefore, we aimed to review several papers useful for faculty members wishing to incorporate technology into instructional design.

Methods

We identified a broad list of papers relevant to teaching and learning with technology within the online discussions of the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. This list was augmented with suggestions by a guest expert (BT) and an open call on Twitter (tagged with the #meded and #FOAMed hashtags) yielding 24 papers. We then conducted a modified three-round Delphi process within the authorship group, including junior and senior faculty members, to identify the most impactful papers.

Results

We pared the list of 24 papers to five that were most highly rated. Two were research papers and three were commentaries or editorials. The authorship group reviewed and summarized these papers with specific consideration to their value to junior educators and faculty developers.

Conclusion

This is a key reading list for junior faculty members and faculty developers interested in teaching with technology. The commentary contextualizes the importance of these papers for medical educators, to optimize use of technology in their teaching or incorporate into faculty development.

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model

BACKGROUND

E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education.

METHODS

We conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model.

RESULTS

Unique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance.

CONCLUSION

This review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

Near peer integrated teaching for final year medical students

INTRODUCTION

Medical students preparing for final exams need practical and theoretical knowledge. We evaluated a junior doctor led integrated programme delivering theoretical and practical teaching.

METHODS

An 8-week junior-doctor led teaching programme was set up for final year medical students. Theory, OSCE and bedside teaching on selected weekly clinical themes were run. Satisfaction was evaluated using a questionnaire survey.

RESULTS

Almost all agreed that the programme was useful and that an integrated approach to teaching was more beneficial than separate and unrelated lectures and practical teaching. The majority agreed that theory sessions and practical sessions had improved their confidence for finals and agreed they felt more prepared for work as a doctor. Most agreed that the Facebook® group provided an easily accessible platform for communication and sharing learning resources. Some comments, however, highlighted limitations particularly in the ability to answer difficult questions.

CONCLUSION

Integrated teaching by junior doctors in small groups appeared to be an efficient teaching method (for theoretical and clinical skills) for medical students, improving their confidence for finals and life as a doctor and provided useful opportunities for junior doctors to develop as clinical teachers. This can be a useful blueprint for other hospitals.