Development, Implementation, and Evaluation of a Virtual MedTwitter Curriculum for Medical Students.

INTRODUCTION

Social media has numerous academic and professional benefits and is increasingly valued within healthcare. MedTwitter is an online community of medical professionals on the X platform (formerly Twitter). Despite MedTwitter's numerous benefits and far-reaching users, few medical schools teach students about this resource. We addressed this educational gap by implementing a MedTwitter curriculum designed for medical students.

MATERIALS AND METHODS

Utilizing the principles of Adult Learning Theory (ALT), we developed a 10-h, virtual, self-paced curriculum introducing medical students to MedTwitter and its applications within medicine and education. The curriculum included primary literature, expert commentary, select MedTwitter content, original slideshows, and hands-on MedTwitter activities. Surveys collected qualitative and quantitative data regarding interest, knowledge, perceptions, and comfort with MedTwitter before and after course completion.

RESULTS

Forty-three pre-clinical students voluntarily registered; only 26% had used MedTwitter previously. Pre- and post-course surveys showed significantly increased perception of MedTwitter as a valuable resource, intent to increase MedTwitter utilization, and significantly higher comfort with MedTwitter skills. Learning objectives were achieved, determined by survey results, group discussion responses, and products of course activities. Networking and learning were frequently cited benefits. Most responded positively to the self-paced, virtual design.

DISCUSSION

A short, virtual, self-paced MedTwitter curriculum for medical students addressed an important educational gap regarding a valuable resource for medical students. It was well-received and achieved learning objectives, supporting our use of ALT.

CONCLUSIONS

Our MedTwitter curriculum, designed using ALT, was well-received, effective, and potentially adaptable for other platforms and healthcare professions.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s40670-024-02122-9.