Motzko Micaela, Dennis Jennifer F
College of Osteopathic Medicine, Kansas City University, Farber-McIntire Campus, St. John's Boulevard, Joplin, MO 2901 USA.
Department of Pathology and Anatomical Sciences, Kansas City University, 1750 Independence Avenue, Kansas City, MO 64106 USA.
Med Sci Educ. 2023 Jan 28;33(1):191-204. doi: 10.1007/s40670-023-01736-9. eCollection 2023 Feb.
Social media (SoMe) is a resource for electronic materials in medical education, but has been particularly relevant for anatomy education due to the visual nature of the discipline. Although the distribution of expert/faculty-created anatomy content has been documented, the usefulness of novice/student-created content distributed via SoMe remains undetermined. To address this, original anatomical diagrams ( = 127) created by a novice educator were disseminated via the Anatomy Adventures Instagram account and evaluated for their usefulness. Audience engagement was evaluated using descriptive statistics, with a mean number of likes for all posts ( = 61) of 62.54 + 15.70. Statistically significant differences in the number of likes across content topics were assessed using a Kruskal-Wallis test ((41.09) = 4, < 0.005). An 11-item survey (10.6% response rate) explored the (1) population demographics, (2) diagram utility, and (3) suggestions for improvement. Responses were converted to percent frequencies and assessed with chi-square. Descriptive codes were applied to open-ended responses according to published methods. Of the 111 survey responses, 95% of participants were 18-30 years, with the majority of participants being medical students (69.3%), undergraduate/graduate students (16.2%), and fully employed (12.6%). Participants report using the diagrams to study for coursework or board examinations (54%), while non-medical use (42.4%) included leisure viewing or reviewing for their occupation. The usefulness of the diagrams was attributed to their (1) simplicity (43%), (2) style (24.6%), and (3) color-coding (12.3%) ( = 0.0025). These data indicate that Instagram may be utilized by novice educators to provide accurate and accessible resources.
The online version contains supplementary material available at 10.1007/s40670-023-01736-9.
社交媒体是医学教育中电子材料的一种资源，但由于解剖学学科的视觉特性，它在解剖学教育中尤其相关。尽管专家/教师创建的解剖学内容的传播情况已有记录，但通过社交媒体分发的新手/学生创建内容的有用性仍未确定。为了解决这个问题，一位新手教育工作者创建的原始解剖图（n = 127）通过“解剖学冒险”Instagram账户进行了传播，并对其有用性进行了评估。使用描述性统计评估受众参与度，所有帖子（n = 61）的平均点赞数为62.54 + 15.70。使用Kruskal-Wallis检验评估不同内容主题点赞数的统计学显著差异（H(41.09) = 4，p < 0.005）。一项11项的调查（回复率为10.6%）探讨了（1）人群 demographics、（2）图表实用性和（3）改进建议。回复被转换为百分比频率，并使用卡方检验进行评估。根据已发表的方法，对开放式回复应用描述性编码。在111份调查回复中，95%的参与者年龄在18 - 30岁之间，大多数参与者是医学生（69.3%）、本科/研究生（16.2%）和已就业（12.6%）。参与者报告使用这些图表来准备课程作业或委员会考试（54%），而非医学用途（42.4%）包括休闲观看或为其职业进行复习。图表的有用性归因于它们的（1）简单性（43%）、（2）风格（24.6%）和（3）颜色编码（12.3%）（p = 0.0025）。这些数据表明新手教育工作者可以利用Instagram提供准确且易于获取的资源。
在线版本包含可在10.1007/s40670 - 023 - 01736 - 9获取的补充材料。
