John Alan Gambril, Joanne Baltazar Vakil, Jing Peng, Jianing Ma, Christopher Chiu
{"title":"医学生MedTwitter虚拟课程的开发、实施与评估。","authors":"John Alan Gambril, Joanne Baltazar Vakil, Jing Peng, Jianing Ma, Christopher Chiu","doi":"10.1007/s40670-024-02122-9","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>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.</p><p><strong>Materials and methods: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Discussion: </strong>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.</p><p><strong>Conclusions: </strong>Our MedTwitter curriculum, designed using ALT, was well-received, effective, and potentially adaptable for other platforms and healthcare professions.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02122-9.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1401-1407"},"PeriodicalIF":1.9000,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699141/pdf/","citationCount":"0","resultStr":"{\"title\":\"Development, Implementation, and Evaluation of a Virtual MedTwitter Curriculum for Medical Students.\",\"authors\":\"John Alan Gambril, Joanne Baltazar Vakil, Jing Peng, Jianing Ma, Christopher Chiu\",\"doi\":\"10.1007/s40670-024-02122-9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>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.</p><p><strong>Materials and methods: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Discussion: </strong>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.</p><p><strong>Conclusions: </strong>Our MedTwitter curriculum, designed using ALT, was well-received, effective, and potentially adaptable for other platforms and healthcare professions.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02122-9.</p>\",\"PeriodicalId\":37113,\"journal\":{\"name\":\"Medical Science Educator\",\"volume\":\"34 6\",\"pages\":\"1401-1407\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2024-07-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699141/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Medical Science Educator\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s40670-024-02122-9\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/12/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Science Educator","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40670-024-02122-9","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/12/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Development, Implementation, and Evaluation of a Virtual MedTwitter Curriculum for Medical Students.
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.
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.
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