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Khan SA, Shamim S, Farooqui WA, Sultan R, Nisar M, Adnan N, Khan I, Andani H. Utility of instant messaging application, WhatsApp, as a tool to augment post-graduate radiology education. BMC MEDICAL EDUCATION 2024; 24:789. [PMID: 39044207 PMCID: PMC11267667 DOI: 10.1186/s12909-024-05762-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/16/2024] [Accepted: 07/10/2024] [Indexed: 07/25/2024]
Abstract
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.
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Affiliation(s)
- Sohail Ahmed Khan
- Dow Institute of Radiology, Dow University of Health Sciences, University road, near suparco chowk, Karachi, Pakistan.
| | - Shahid Shamim
- Medical Education and Faculty of Surgery, Aga Khan University, Karachi, Pakistan
| | | | - Rooha Sultan
- Jinnah Medical and Dental College, Karachi, Pakistan
| | - Munizha Nisar
- Dow Institute of Health Professionals Education, Dow University of Health Sciences, Karachi, Pakistan
- Saint Peters University Hospital, New jersey, USA
| | - Noreen Adnan
- Dow Institute of Health Professionals Education, Dow University of Health Sciences, Karachi, Pakistan
| | - Ibrahim Khan
- Saint Peters University Hospital, New jersey, USA
| | - Hina Andani
- Dow Institute of Radiology, Dow University of Health Sciences, Karachi, Pakistan
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Zimmermann M. Moderne Lehrmethoden in der Studierendenausbildung. Zentralbl Chir 2022; 147:511-514. [PMID: 36479646 DOI: 10.1055/a-1962-7734] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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Ganesh GS, Mishra M, Dalei NN, Khan S, Ranjan R, Dhiman S. Role of social media tools in online teaching: perception of physiotherapy students and knowledge translation. BULLETIN OF FACULTY OF PHYSICAL THERAPY 2022. [PMCID: PMC8863508 DOI: 10.1186/s43161-021-00065-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
Background During the COVID-19 lockdown period many education institutions have shifted their focus from the traditional face-to-face education to online instruction mainly through various social media (SM) tools. However, it is not known if these results can be generalized across locations where infrastructure facilities are unevenly distributed. Further, no previous work has explored the role played by SM tools in knowledge translation. The objectives of this work are 1. To evaluate the students perceptions on the accessibility and acceptability of SM tools via an anonymous online survey and 2. Assess the efficacy of SM tools as an educational medium in imparting knowledge change. An online survey using an anonymous web-based questionnaire was conducted to assess the student’s accessibility and acceptability of SM tools as a direct information sharing pathway between the faculty and students. A randomized comparative design was utilized to evaluate knowledge change via an online examination administered 10 min before and after an online class delivered via 2 different SM platforms (Google meet, YouTube) and e-mail. Results Data were obtained from 627 participants through a survey. Though 71.1% of the respondents believed online classes have helped them in their study, only 21.4% and 22.6% of the participants strongly agreed that social networking platforms are helpful for teaching and will be used for teaching/learning in the future respectively. The ANOVA responses to evaluate knowledge transfer from 224 participants who were randomized to receive course content through Google meet, YouTube, and e-mail showed no significant differences in outcomes before and after the delivery of contents. Conclusion Our findings suggest that multiple external and internal factors need to be addressed before substituting classroom teaching with online teaching, especially during emergencies.
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Social Media in Health Studies: A Systematic Review of Comparative Learning Methods. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19042205. [PMID: 35206401 PMCID: PMC8871930 DOI: 10.3390/ijerph19042205] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Revised: 02/10/2022] [Accepted: 02/11/2022] [Indexed: 02/01/2023]
Abstract
Learning modifications particularly increased due to the SARS-CoV-2 pandemic, which made it necessary to offer distance health education for many months. Social media allows students to have interactive activities such as discussing specific subjects or sharing data with each other, and also to have interactions with their teachers and tutors. So, we aimed to compare the effects of the use of social media on knowledge, skills and perceptions in health students compared to other methods. We performed a systematic review on PubMed, ScienceDirect and Embase about comparative learning methods using social media. The search followed PRISMA guidelines, and the quality assessment of the studies was performed using the Medical Education Research Quality instrument (MERSQI). Eight studies were analyzed including 1014 participants. Mean age ranged from 19.9 to 23.4 years, and 70% were females. About 54.4% of the participants were medical students and 20.9% were dental students. The mean MERSQI was 11.7 ± 2.6. Various subjects were included-anatomy, cultural competences, sterile surgical techniques, radiology, arthrocentesis, medical pathologies and cariology. As far as knowledge evaluation was concerned, we found that the use of social media may have had a positive effect from a short-term point of view but results concerning skills were less consistent across studies. Students usually had a positive perception of the use of social media as a complementary method but not as a complete alternative so it is not excluded that this effect might result from an increase in working time. The impact on patient care should also be assessed in future studies.
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Li L, Liu X, Chen Z, Wang L, Lian X, Zou H. The Application of a Case-Based Social Media-Assisted Teaching Method in Cariology Education:Comparative Study. J Med Internet Res 2021; 23:e29372. [PMID: 34397390 PMCID: PMC8398747 DOI: 10.2196/29372] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Revised: 06/07/2021] [Accepted: 07/05/2021] [Indexed: 01/25/2023] Open
Abstract
Background Current cariology education based on the traditional teaching method faces a lot of challenges. Meanwhile, the COVID-19 pandemic caused an unprecedented disruption in medical education and health care systems worldwide. Innovation in the teaching mode of cariology education is required to change the situation. Objective The goal of the research was to evaluate the application effects of a case-based social media–assisted teaching method in cariology education. Methods Dental students of class 2019 were enrolled into the experimental group, while students of class 2018 served as control. A case-based social media–assisted teaching method was used in the experimental group, which included preclass activity via social media, additional discussion and practice process record in class, and questions and answers on the platform after class. The traditional teaching method, which consisted of conventional preparation before class, traditional lectures and demonstrations followed by students practice in class, and questions and answers step after class, was used in the control group. The teaching materials were the same in both groups. At the end of the program, students from both groups took cavity preparation skill evaluation tests. Questionnaires were tested on the case-based social media–assisted teaching group students anonymously. All data were analyzed using SPSS statistical software (version 22.0, IBM Corp). Results The mean student cavity preparation skill evaluation scores was 82.51 (SD 6.82) in the experimental group and 77.19 (SD 5.98) in the control group (P<.05). The questionnaire response rate was 100%. Of those, 94.3% (100/106) of the students recommended the case-based social media–assisted teaching method in cariology education. The majority of the participants agreed that it helped them memorize the theoretical knowledge of cariology, facilitated in-depth discussion, improved their enthusiasm and initiative in learning, and enhanced the relationship between teachers and students (104/106, 98.1%). They also recognized that the classroom atmosphere was active (94/106, 88.7%). Conclusions The case-based social media–assisted teaching method was beneficial in terms of learning, as demonstrated by the statistically significant improvement of the cavity preparation skill evaluation scores and satisfaction from attending students. This method could be used to supplement the teaching of cariology.
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Affiliation(s)
- Li Li
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,No 2 Teaching & Research Department of Conservative Dentistry, Endodontics and Oral Medicine, Tianjin Medical College, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Xiaobin Liu
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Zeyuan Chen
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Liyuan Wang
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Xiaoli Lian
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
| | - Huiru Zou
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction, Tianjin Stomatological Hospital, The Affiliated Stomatological Hospital of Nankai University, Tianjin, China.,No 2 Teaching & Research Department of Conservative Dentistry, Endodontics and Oral Medicine, Tianjin Medical College, Tianjin, China.,School of Medicine, Nankai University, Tianjin, China
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