Banerjee Yajnavalka, Tambi Richa, Gholami Mandana, Alsheikh-Ali Alawi, Bayoumi Riad, Lansberg Peter
Department of Basic Medical Sciences, College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates.
Centre for Medical Education, School of Medicine, University of Dundee, Dundee, United Kingdom.
JMIR Med Educ. 2019 Mar 25;5(1):e12403. doi: 10.2196/12403.
Flexnerism, or "competency-based medical education," advocates that formal analytic reasoning, the kind of rational thinking fundamental to the basic sciences, especially the natural sciences, should be the foundation of physicians' intellectual training. The complexity of 21st century health care requires rethinking of current (medical) educational paradigms. In this "Millennial Era," promulgation of the tenets of Flexnerism in undergraduate medical education requires a design and blueprint of innovative pedagogical strategies, as the targeted learners are millennials (designated as generation-Y medical students).
The aim of this proof-of-concept study was to identify the specific social media app platforms that are selectively preferred by generation-Y medical students in undergraduate medical education. In addition, we aimed to explore if these preferred social media apps can be used to design an effective pedagogical strategy in order to disseminate course learning objectives in the preclinical phase of a spiral curriculum.
A cross-sectional survey was conducted by distributing a 17-item questionnaire among the first- and second-year medical students in the preclinical phase at the Mohammed Bin Rashid University of Medicine and Health Science.
The study identified YouTube and WhatsApp as the social media app platforms preferred by generation-Y medical students in undergraduate medical education. This study also identified the differences between female and male generation-Y medical students in terms of the use of social media apps in medical education, which we believe will assist instructors in designing pedagogical strategies to integrate social media apps. In addition, we determined the perceptions of generation-Y medical students on the implementation of social media apps in medical education. The pedagogical strategy designed using social media apps and implemented in the Biochemistry course was well accepted by generation-Y medical students and can be translated to any course in the preclinical phase of the medical curriculum. Moreover, the identified limitations of this study provide an understanding of the gaps in research in the integration of social media apps in a medical curriculum catering to generation-Y medical students.
21st century medical education requires effective use of social media app platforms to augment competency-based medical education: Augmentation of Flexnerism in the current scenario is possible only by the adaptation of Twitterism.
弗莱克斯纳主义，即“基于能力的医学教育”，主张形式分析推理，这种对基础科学尤其是自然科学至关重要的理性思维，应成为医生智力训练的基础。21世纪医疗保健的复杂性要求重新思考当前的（医学）教育范式。在这个“千禧时代”，在本科医学教育中推行弗莱克斯纳主义的原则需要创新教学策略的设计和蓝图，因为目标学习者是千禧一代（被指定为Y世代医学生）。
本概念验证研究的目的是确定本科医学教育中Y世代医学生选择性偏好的特定社交媒体应用平台。此外，我们旨在探索这些偏好的社交媒体应用是否可用于设计有效的教学策略，以便在螺旋式课程的临床前阶段传播课程学习目标。
通过向穆罕默德·本·拉希德医学与健康科学大学临床前阶段的一、二年级医学生发放一份包含17项内容的问卷进行横断面调查。
该研究确定YouTube和WhatsApp是本科医学教育中Y世代医学生偏好的社交媒体应用平台。本研究还确定了Y世代男女医学生在医学教育中使用社交媒体应用方面的差异，我们认为这将有助于教师设计整合社交媒体应用的教学策略。此外，我们确定了Y世代医学生对在医学教育中实施社交媒体应用的看法。使用社交媒体应用设计并在生物化学课程中实施的教学策略受到Y世代医学生的广泛接受，并且可以推广到医学课程临床前阶段的任何课程。此外，本研究确定的局限性有助于了解在面向Y世代医学生的医学课程中整合社交媒体应用的研究差距。
21世纪的医学教育需要有效利用社交媒体应用平台来加强基于能力的医学教育：在当前情况下，只有通过采用推特主义才能增强弗莱克斯纳主义。
