TikTok as a tool for learning top 300 drugs

The study aimed to assess the influence of student-generated TikTok videos on quiz performance and to evaluate student perspectives on this tool for learning the top 300 drug facts.

This mixed-methods cohort study was conducted in Fall 2021 with second-year pharmacy (P2) students (n = 169). Students could create videos in small groups tasked with developing and viewing TikTok videos or use traditional study methods (top 300 drugs flashcards). Pre and poststudy surveys and focus groups assessed perceptions and demographics. Quiz performance was compared between TikTok creators, viewers, and nonparticipants using Kruskal-Wallis tests, with thematic analysis applied to qualitative data.

The survey response rate was 94.1% (159/169). A total of 112 students watched TikTok videos to study ("viewers"; 70.4%), while 47 did not ("nonviewers"; 29.6%); 106 students created videos ("creators"; 66.7%), while 53 did not ("noncreators"; 33.3%). No significant difference in quiz scores was noted between TikTok viewers and nonviewers. Similarly, no significant difference in quiz scores was observed between TikTok creators and noncreators. Thematic analysis revealed that creating videos helped with understanding but was time-consuming, and viewing the videos for study purposes was reportedly distracting.

Student perceptions supported the educational value of TikTok videos, but neither producing nor watching significantly affected quiz performance. Although creating and viewing these videos had benefits, such as making studying more fun and accessible, there were also some limitations, including the laborious process of creating the videos and distractions.