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

From posts to practice: Instagram's role in veterinary dairy cow nutrition education-How does the audience interact and apply knowledge? A survey study

This study evaluates Instagram's efficacy as an educational tool in veterinary sciences, focusing on dairy cow nutrition and management. Using the Instagram account "Stalla Didattica Unibo," established in December 2020, a survey was conducted with 102 respondents, primarily consisting of university students (44.12%). The respondents were divided into 2 major groups: students and the general population, with the latter comprising professionals and others not currently in educational programs. In the overall population, the age group of 25 to 34 yr accounted for 51%, but among students, it was 73.3%. In terms of gender distribution, there was a female majority in the general population (59.8%) and a male majority among students (73.3%). Most responders were from Italy, with Emilia-Romagna contributing significantly. Engagement was measured not only by the length of time participants followed the account but also by active interactions such as likes, comments, and shares. Among the total population, 47.1% had followed the page for over a year, compared with 37.8% of students. Importantly, engagement metrics showed active participation, with a majority reporting improved knowledge (75.6% of the total population and 74.5% of students) and practical application of content (64.4% of the total population and 67.6% of students). Content preferences varied, with the general population favoring quizzes (33.3%) and stories (17.8%), whereas students showed a stronger preference for standard posts (36.3%). Impact was defined as the perceived influence of the Instagram content on the respondents' learning and professional practices, with 46.7% of the total population and 52.9% of students agreeing or strongly agreeing that the page had a positive impact on their knowledge and practical skills. Furthermore, 84.3% of students and 77.8% of the total population stated they would recommend the page to others, underscoring the account's effectiveness as a digital educational tool. The study highlights Instagram's potential to enhance veterinary education and suggests further research to explore the broader application of these strategies across different educational contexts and platforms.

Assessing the disconnect between student interest and education in artificial intelligence in medicine in Saudi Arabia

BACKGROUND

Although artificial intelligence (AI) has gained increasing attention for its potential future impact on clinical practice, medical education has struggled to stay ahead of the developing technology. The question of whether medical education is fully preparing trainees to adapt to potential changes from AI technology in clinical practice remains unanswered, and the influence of AI on medical students' career preferences remains unclear. Understanding the gap between students' interest in and knowledge of AI may help inform the medical curriculum structure.

METHODS

A total of 354 medical students were surveyed to investigate their knowledge of, exposure to, and interest in the role of AI in health care. Students were questioned about the anticipated impact of AI on medical specialties and their career preferences.

RESULTS

Most students (65%) were interested in the role of AI in medicine, but only 23% had received formal education in AI based on reliable scientific resources. Despite their interest and willingness to learn, only 20.1% of students reported that their school offered resources enabling them to explore the use of AI in medicine. They relied mainly on informal information sources, including social media, and few students understood fundamental AI concepts or could cite clinically relevant AI research. Students who cited more scientific primary sources (rather than online media) exhibited significantly higher self-reported understanding of AI concepts in the context of medicine. Interestingly, students who had received more exposure to AI courses reported higher levels of skepticism regarding AI and were less eager to learn more about it. Radiology and pathology were perceived to be the fields most strongly affected by AI. Students reported that their overall choice of specialty was not impacted by AI.

CONCLUSION

Formal AI education seems inadequate despite students' enthusiasm concerning the application of such technology in clinical practice. Medical curricula should evolve to promote structured, evidence-based AI literacy to enable students to understand the potential applications of AI in health care.