Zanon Matheus, Altmayer Stephan, Pacini Gabriel Sartori, Guedes Álvaro, Watte Guilherme, Marchiori Edson, Hochhegger Bruno
Department of Diagnostic Methods, Universidade Federal de Ciências da Saúde de Porto Alegre (UFCSPA), Laboratório de Pesquisa em Imagens Médicas (Labimed), Porto Alegre, RS, Brazil.
Department of Radiology, Universidade Federal do Rio de Janeiro (UFRJ), Rio de Janeiro, RJ, Brazil.
Radiol Bras. 2018 Jul-Aug;51(4):242-247. doi: 10.1590/0100-3984.2017.0112.
To assess the feasibility of Facebook to promote a radiology education project and to expand it from our university community of medical students to a wider audience.
A group of 12 medical students created a Facebook page in June 2015, to contribute to radiology education in our university. From August 2015, clinical cases, including a brief explanation of clinical findings, along with different imaging modalities, were posted weekly and subscribers were encouraged to choose the most appropriate diagnosis. All cases were followed by the appropriate answer and an explanation to highlight imaging findings and diagnosis. Aiming to reach a larger audience, we also shared cases to a public Latin-American Facebook group, comprising a collective total of 28,182 physicians and medical students. Using the Facebook Insights tracking tool, we prospectively analyzed subscriber interaction with our page for 14 months.
During the period analyzed, 35 cases were posted. The most common imaging modalities were X-ray (n = 15) and computed tomography (n = 13). Before we began posting the weekly cases, our page had 286 likes. By October 2016, that number had grown to 4244, corresponding to an increase of 1484% and eight times the size of the medical student community at our institution (n = 530). Medical students made up most (76%) of the subscribers, followed by radiology residents (6%). An excellent or moderate contribution to personal image interpretation skills was reported by 65.3% and 33.1% of the users, respectively.
Creating a Facebook page and posting weekly clinical cases proved to be an effective method of promoting radiology education.
评估利用脸书推广放射学教育项目并将其从我校医学生群体扩展至更广泛受众的可行性。
2015年6月，一组12名医学生创建了一个脸书页面，以助力我校的放射学教育。从2015年8月起，每周发布临床病例，包括对临床发现的简要解释以及不同的影像模态，并鼓励订阅者选择最合适的诊断。所有病例随后都会给出正确答案及解释，以突出影像表现和诊断。为了覆盖更广泛的受众，我们还将病例分享到了一个面向拉丁美洲公众的脸书群组，该群组共有28182名医生和医学生。我们使用脸书洞察跟踪工具，对订阅者与我们页面的互动情况进行了为期14个月的前瞻性分析。
在分析期间，共发布了35个病例。最常见的影像模态是X线（n = 15）和计算机断层扫描（n = 13）。在我们开始每周发布病例之前，我们的页面有286个赞。到2016年10月，这一数字增长到了4244，增长了1484%，是我校医学生群体规模（n = 530）的8倍。订阅者中大多数是医学生（76%），其次是放射科住院医师（6%）。分别有65.3%和33.1%的用户报告称该项目对个人影像解读技能有很大或中等程度的帮助。
创建脸书页面并每周发布临床病例被证明是推广放射学教育的有效方法。
