下一代:医学学生如何使用新的社交媒体来支持他们的学习
Jonathan Guckian1, Jessica Leighton2, Richard Frearson2
1Leeds Teaching Hospitals Trust.
MedEdPublish (2016)
|December 13, 2023
概括
医学学生使用社交媒体 (SoMe) 进行学习,但往往作为单向资源. 同龄人的影响和好奇心推动了参与,但对曝光的恐惧限制了在Twitter,Instagram和Snapchat等平台上的互动.
科学领域:
- 医学教育 医学教育
- 社交媒体在学习中的作用
- 数字健康教育 数字健康教育
背景情况:
- 社交媒体 (SoMe) 已经影响了医学教育,通过互动和反潜在地增强了学习.
- 医疗教育中使用Instagram和Snapchat等较新的SoMe平台的情况仍未得到充分研究.
研究的目的:
- 调查医学学生如何使用新的社交媒体 (SoMe) 工具,特别是Twitter,Instagram和Snapchat,进行学习.
- 了解影响医学学生在教育背景下使用这些平台的动机和障碍.
主要方法:
- 在纽卡斯尔大学医学院实施了可选的并行社交媒体 (SoMe) 课程.
- 医学四年级学生 (n=301) 被邀请使用推特,Instagram和Snapchat.
- 混合方法方法结合了SoMe分析,调查,问卷和重点小组讨论进行评估.
主要成果:
- 现场推文讲座的学生回复有限 (对95个辅导员推文的5个回复).
- 在Instagram上的帖子没有得到学生的回应 (22篇帖子),而Snapchat的故事则获得了高收视率 (15,312次浏览) 和参与度 (212次截图).
- 调查数据显示,75%的受访者 (n=66) 参与了内容;定性分析显示,关键驱动因素是同行影响,恐惧暴露,认知负载和好奇心.
结论:
- 医学学生可能会利用新的社交媒体 (SoMe) 平台,主要是作为补充的学习资源,而不是交互式工具.
- 在假定学生参与和互动在SoMe平台之前,教育工作者必须考虑外部因素,如同行影响.
- 进一步的研究是必不可少的,以探索医学学生不断发展的使用流行的,快速变化的社交媒体平台.
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