Development, Implementation, and Evaluation of a Virtual MedTwitter Curriculum for Medical Students.

IF 1.9 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Science Educator Pub Date : 2024-07-27 eCollection Date: 2024-12-01 DOI:10.1007/s40670-024-02122-9

John Alan Gambril, Joanne Baltazar Vakil, Jing Peng, Jianing Ma, Christopher Chiu

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引用次数: 0

Abstract

Introduction: Social media has numerous academic and professional benefits and is increasingly valued within healthcare. MedTwitter is an online community of medical professionals on the X platform (formerly Twitter). Despite MedTwitter's numerous benefits and far-reaching users, few medical schools teach students about this resource. We addressed this educational gap by implementing a MedTwitter curriculum designed for medical students.

Materials and methods: Utilizing the principles of Adult Learning Theory (ALT), we developed a 10-h, virtual, self-paced curriculum introducing medical students to MedTwitter and its applications within medicine and education. The curriculum included primary literature, expert commentary, select MedTwitter content, original slideshows, and hands-on MedTwitter activities. Surveys collected qualitative and quantitative data regarding interest, knowledge, perceptions, and comfort with MedTwitter before and after course completion.

Results: Forty-three pre-clinical students voluntarily registered; only 26% had used MedTwitter previously. Pre- and post-course surveys showed significantly increased perception of MedTwitter as a valuable resource, intent to increase MedTwitter utilization, and significantly higher comfort with MedTwitter skills. Learning objectives were achieved, determined by survey results, group discussion responses, and products of course activities. Networking and learning were frequently cited benefits. Most responded positively to the self-paced, virtual design.

Discussion: A short, virtual, self-paced MedTwitter curriculum for medical students addressed an important educational gap regarding a valuable resource for medical students. It was well-received and achieved learning objectives, supporting our use of ALT.

Conclusions: Our MedTwitter curriculum, designed using ALT, was well-received, effective, and potentially adaptable for other platforms and healthcare professions.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02122-9.

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医学生MedTwitter虚拟课程的开发、实施与评估。

简介：社交媒体有许多学术和专业的好处，在医疗保健领域越来越受重视。MedTwitter是X平台（以前是Twitter）上的医疗专业人员在线社区。尽管MedTwitter有许多好处和影响深远的用户，但很少有医学院教学生使用这种资源。我们通过实施为医科学生设计的MedTwitter课程来解决这一教育差距。材料和方法：利用成人学习理论（ALT）的原则，我们开发了一个10小时的虚拟自定进度课程，向医学生介绍MedTwitter及其在医学和教育中的应用。课程包括主要文献、专家评论、MedTwitter精选内容、原创幻灯片和实践MedTwitter活动。调查收集了关于课程完成前后对MedTwitter的兴趣、知识、认知和舒适度的定性和定量数据。结果：临床前学生自愿报名43人；只有26%的人以前使用过MedTwitter。课程前和课程后的调查显示，MedTwitter作为一种有价值的资源的认知显著增加，有意增加MedTwitter的利用率，并且对MedTwitter技能的舒适度显著提高。通过调查结果、小组讨论反应和课程活动的成果来确定学习目标。人际关系和学习是经常被提到的好处。大多数人对这种自定节奏的虚拟设计反应积极。讨论：针对医学生的简短、虚拟、自定进度的MedTwitter课程解决了医学生在宝贵资源方面的重要教育差距。结论：我们使用ALT设计的MedTwitter课程广受好评，有效，并可能适用于其他平台和医疗保健专业。补充资料：在线版本提供补充资料，网址为10.1007/s40670-024-02122-9。

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来源期刊

Medical Science Educator Social Sciences-Education

CiteScore

2.90

自引率

11.80%

发文量

202

期刊介绍： Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.