Evaluating the Role of Social Media in Veterinary Anatomy and Clinical Education: A Student-Based Study

Social media is increasingly present in higher education, particularly in fields that rely on visual learning such as veterinary anatomy and clinical sciences. This study investigated how veterinary students perceived the use of social media for educational and professional purposes, with specific attention to its role in learning anatomy and observing clinical procedures. An online cross-sectional survey was administered to students across different academic levels at a veterinary faculty. The questionnaire included demographic questions and eight Likert-scale items addressing the educational value of social media, its role in accessing learning materials, engagement with professional visuals, and ethical concerns regarding the sharing of clinical or surgical content. Data were analyzed using one-way ANOVA and post hoc Tukey tests to assess differences by academic year, age group, and daily social media usage. Analysis showed that students in earlier academic years generally held more favorable views on the use of social media for accessing learning materials and understanding complex subjects. Students in advanced years expressed greater ethical concern, particularly about sharing surgical or clinical videos online. Daily social media usage showed limited influence on general perceptions, though some variation appeared in topic-specific responses. The results suggest that veterinary programs may benefit from structured educational components on digital professionalism and responsible media use to better align student engagement with ethical standards and educational objectives.