Javaeed Arslaan, Kibria Zeeshan, Khan Zohaib, Ghauri Sanniya Khan
Department of Pathology, Poonch Medical College, Rawalakot, Pakistan.
Office of Research & Commercialization (ORIC), Khyber Medical University, Peshawar, Pakistan.
Adv Med Educ Pract. 2020 Jan 16;11:53-61. doi: 10.2147/AMEP.S209123. eCollection 2020.
The objective of this study was to assess the impact of social media integration in teaching methods on exam outcomes.
This study was conducted at Poonch Medical College, Azad Kashmir, Pakistan from November 2018 to January 2019. All 125 students of 4th year MBBS were included in the study. The mean age of all respondents was 22.96 ± 3.25 years. One unit of special pathology was taught using traditional teaching methods and a second unit was taught using traditional teaching methods supplemented by social media. One exam was taken before the integration of social media and a second exam after its integration. Written informed consent was secured from all the participants before starting the project.
The mean difference in examination score after social media integration was 8.97 ± 5.23 which was statistically significant (95% CI -7.954-9.988, p <0.001). However, classroom attendance was significantly higher before social media integration (95% CI 0.668-0.197, p <0.001). Social media integration provided better examination outcomes for the students and gave voice or space to those who never previously asked questions or participated in the class.
Social media broke down the barriers and students communicated with confidence. Educationists may work together to create a guideline on how social media can be efficiently incorporated in the education system.
本研究的目的是评估教学方法中整合社交媒体对考试成绩的影响。
本研究于2018年11月至2019年1月在巴基斯坦阿扎德克什米尔的蓬奇医学院进行。所有125名医学学士四年级学生均纳入研究。所有受访者的平均年龄为22.96±3.25岁。一个特殊病理学单元采用传统教学方法授课，另一个单元采用传统教学方法并辅以社交媒体授课。在整合社交媒体之前进行一次考试，整合之后进行第二次考试。在项目开始前，获得了所有参与者的书面知情同意。
社交媒体整合后的考试成绩平均差异为8.97±5.23，具有统计学意义（95%可信区间-7.9988，p<0.001）。然而，社交媒体整合之前的课堂出勤率显著更高（95%可信区间0.668-0.197，p<0.001）。社交媒体整合为学生提供了更好的考试成绩，并为那些以前从不提问或参与课堂的学生提供了发声或参与的空间。
社交媒体打破了障碍，学生们能够自信地交流。教育工作者可以共同努力制定关于如何将社交媒体有效纳入教育系统的指导方针。
