Galiatsatos Panagis, Porto-Carreiro Fernanda, Hayashi Jennifer, Zakaria Sammy, Christmas Colleen
Department of Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA;
Department of Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
Med Educ Online. 2016 Jan 8;21:29332. doi: 10.3402/meo.v21.29332. eCollection 2016.
Residents work at variable times and are often unable to attend all scheduled educational sessions. Therefore, new asynchronistic approaches to learning are essential in ensuring exposure to a comprehensive education. Social media tools may be especially useful, because they are accessed at times convenient for the learner.
Assess if the use of Twitter for medical education impacts the attitude and behavior of residents toward using social media for medical education.
Preintervention and postintervention surveys. Internal medicine resident physicians were surveyed before the launch of a residency-specific Twitter webpage on August 1, 2013, and again 135 days later, to determine their use of the Twitter application and web page, as well as other social media for medical education.
Residents at an internal medicine urban academic training program.
All residents within our training program were administered web-based surveys. The surveys assessed resident views and their frequency of use of social media for medical education purposes, and consisted of 10 Likert scale questions. Each answer consisted of a datapoint on a 1-5 scale (1=not useful, 3=useful, 5=very useful). The final survey question was open-ended and asked for general comments.
Thirty-five of 50 residents (70%) completed the presurvey and 40 (80%) participated in the postsurvey. At baseline, 34 out of 35 residents used social media and nine specifically used Twitter. Twenty-seven (77%) used social media for medical education; however, only three used Twitter for educational purposes. After the establishment of the Twitter page, the percentage of residents using social media for educational purposes increased (34 of 40 residents, 85%), and 22 used Twitter for this purpose (p<0.001 for the change). The percentage of residents using the application at least once a week also increased from 11.4 to 60.0% (p<0.001). Almost all residents (38 of 40) felt that social media could be useful as a medical education tool, which slightly increased from 30 out of 35 in the preintervention survey (p=0.01).
Residents believe social media could be used for medical education. After we launched a Twitter page for medical education, there was a significant increase in the use and frequency of Twitter for resident medical education over the ensuing 6 months. Further research should be performed to see if social media can impact overall medical knowledge and patient care, and whether longer term use is maintained.
住院医师的工作时间不固定，常常无法参加所有安排好的教育课程。因此，新的异步学习方法对于确保接受全面教育至关重要。社交媒体工具可能特别有用，因为学习者可以在方便的时候使用它们。
评估使用推特进行医学教育是否会影响住院医师对使用社交媒体进行医学教育的态度和行为。
干预前和干预后调查。2013年8月1日在一个针对住院医师的推特网页推出之前，以及135天后，对内科住院医师进行了调查，以确定他们对推特应用程序和网页以及其他用于医学教育的社交媒体的使用情况。
一个城市内科医学培训项目的住院医师。
我们培训项目中的所有住院医师都接受了基于网络的调查。这些调查评估了住院医师对使用社交媒体进行医学教育的看法及其使用频率，由10个李克特量表问题组成。每个答案在1-5分的量表上构成一个数据点（1=无用，3=有用，5=非常有用）。最后一个调查问题是开放式的，要求给出一般性评论。
50名住院医师中有35名（70%）完成了预调查，40名（80%）参与了后调查。在基线时，35名住院医师中有34名使用社交媒体，9名特别使用推特。27名（77%）使用社交媒体进行医学教育；然而，只有3名使用推特进行教育目的。推特页面建立后，使用社交媒体进行教育目的的住院医师比例增加了（40名住院医师中有34名，85%），22名为此目的使用推特（变化的p<0.001）。每周至少使用一次该应用程序的住院医师比例也从11.4%增加到了60.0%（p<0.001）。几乎所有住院医师（40名中的38名）都认为社交媒体可以作为一种医学教育工具，这一比例比干预前调查中35名中的30名略有增加（p=0.01）。
住院医师认为社交媒体可用于医学教育。在我们推出一个用于医学教育的推特页面后，在随后的6个月里，住院医师用于医学教育的推特使用和频率显著增加。应进行进一步研究，以确定社交媒体是否会影响总体医学知识和患者护理，以及长期使用是否能维持。
