Abstract: SA-PO206
Using Social Media to Augment Traditional Medical Education Delivery During Inpatient Rotations
Session Information
- Educational Research
October 27, 2018 | Location: Exhibit Hall, San Diego Convention Center
Abstract Time: 10:00 AM - 12:00 PM
Category: Educational Research
- 800 Educational Research
Authors
- Norouzi, Sayna, Saint Louis University , Saint Louis , Missouri, United States
- Sparks, Matthew A., Duke University and Durham VA Medical Centers, Durham, North Carolina, United States
- Hiremath, Swapnil, University of Ottawa, Ottawa, Ontario, Canada
- Garcia, Pablo, Saint Peter's University Hospital, New Brunswick, New Jersey, United States
- Topf, Joel M., St. Clair , Detroit , Michigan, United States
- Shah, Silvi, University of Cincinnati, Cincinnati, Ohio, United States
Background
Social media in medicine has the potential to encourage lifelong learning. Medical students and residents frequently use social media for a variety of purposes. We devised a pilot project to assess to utility of using social media to deliver medical education to trainees during inpatient rotations.
Methods
Two online tools (Twitter question polls and YouTube videos) created by an internal medicine resident were utilized to deliver educational content during a month-long inpatient rotation, including nephrology ward rotation. Medical students and internal medicine residents were notified about these teaching tools via website and by direct email. Twitter was used to post a one question poll for 5 days on important topics in nephrology relevant to inpatient nephrology. Trainees answered questions online and received a 5-10 minutes lecture about the topic on the following day. Short animation videos (2-3 minutes) were made on clinical trials about contrast induced acute kidney injury by the internal medicine resident, and posted on YouTube (https://youtu.be/DoOQ5-xFcvc). An anonymous electronic survey was conducted regarding trainees’ educational experience after two months.
Results
From the total of 73 responses, 81% completed the survey: 26% interns, 55% residents and 19% medical students. 37% were women. Over a month, two videos received 290 combined views. Overall, 90% reported watching the online videos less than 3 times, 7% 3-5 times and the remaining more than 5 times. On their educational experience; 73% rated it as “very educational”, 23%“somewhat educational” and only 4% as “minimal educational value”. In addition, 63% of respondents believed the videos were extremely helpful to remember the clinical trial results and 97% of respondents said they would watch any upcoming videos, and would be keen to participate again in the online questions on Twitter.
Conclusion
Social media tools such as Twitter and YouTube can augment traditional content delivery to enhance the learners experience. These tools can be effectively deployed on inpatient rotations. Implementing innovative tools such as social media, can improve the educational experience for trainees.