Home
Issues
Aim & Scope
Open Access
Indexing
Why publish with us
Contact
Editorial Board
Instructions to Authors (PDF)
Manuscript Types
Manuscript Formatting
How to submit
Preprints
Authorship & COI
Principles of Transparency Checklist
Publication Ethics and Publication Malpractice Statement
CrossMark
Data Policies
ORIGINAL PAPER
Introduction of new technologies in Pneumonology training Μedical students can show us the way
1
Research Fellow, Medical School, Democritus University of Thrace, Alexandroupolis, Greece
2
Assistant Professor in Pneumonology, Medical School and University Hospital, Democritus University of Thrace, Alexandroupolis, Greece
Corresponding author
Paschalis Steiropoulos
Medical School and University Hospital, Democritus University of Thrace, 68100 Alexandroupolis, Greece
Medical School and University Hospital, Democritus University of Thrace, 68100 Alexandroupolis, Greece
Pneumon 2018;31(1):17-23
KEYWORDS
ABSTRACT
BACKGROUND:
Over the last years new technologies are used to enhance the quality of medical education and to improve the educational experience. Social media are becoming popular tools for augmenting the effectiveness of education in various academic aspects and, especially, YouTube has been used as an adjunctive tool in medical students’ training. Aim of the study was to examine the use of YouTube videos as learning tools for Pneumonology clerkship by the students and their impact in the acquisition of clinical skills and theoretical knowledge.
Methods:
An anonymous, online survey completed by medical students attending their fourth year of studies at the Medical School, Democritus University of Thrace (six year curriculum) was conducted. The questionnaire contained demographic questions and questions about the potential benefit of YouTube channel videos in the pulmonary training of medical students.
Results:
Response rate was 87%. Respondents’ perception was that YouTube channels are useful as educational tools. Specifically, 41.1% of them reported getting “very much” or “much” benefit from online videos and the percentage increased to 65%, when specific videos were used as examples (p<0.001).
Conclusions:
Usage of YouTube videos as adjunct educational tools has an apparent positive impact on students’ comprehension of Pneumonology. Therefore, their value as a potential official training method should be further tested and could be strongly considered in the future.
Over the last years new technologies are used to enhance the quality of medical education and to improve the educational experience. Social media are becoming popular tools for augmenting the effectiveness of education in various academic aspects and, especially, YouTube has been used as an adjunctive tool in medical students’ training. Aim of the study was to examine the use of YouTube videos as learning tools for Pneumonology clerkship by the students and their impact in the acquisition of clinical skills and theoretical knowledge.
Methods:
An anonymous, online survey completed by medical students attending their fourth year of studies at the Medical School, Democritus University of Thrace (six year curriculum) was conducted. The questionnaire contained demographic questions and questions about the potential benefit of YouTube channel videos in the pulmonary training of medical students.
Results:
Response rate was 87%. Respondents’ perception was that YouTube channels are useful as educational tools. Specifically, 41.1% of them reported getting “very much” or “much” benefit from online videos and the percentage increased to 65%, when specific videos were used as examples (p<0.001).
Conclusions:
Usage of YouTube videos as adjunct educational tools has an apparent positive impact on students’ comprehension of Pneumonology. Therefore, their value as a potential official training method should be further tested and could be strongly considered in the future.
REFERENCES (41)
1.
Chu LF, Erlendson MJ, Sun JS, et al. Information technology and its role in anaesthesia training and continuing medical education. Best Pract Res Clin Anaesthesiol 2012; 26:33-53.
2.
Sugawara Y, Narimatsu H, Tsuya A et al. Medical Institutions and Twitter: A Novel Tool for Public Communication in Japan. JMIR Public Health Surveill 2016; 2:e19.
3.
Bayomy H, El Awadi M, El Araby E. Computer-based medical education in Benha University, Egypt: knowledge, attitude, limitations, and suggestions. J Egypt Public Health Assoc 2016; 91:179-84.
4.
Hammoud MM, Barclay ML. Development of a Web-based question database for students’ self-assessment. Acad Med 2002; 77:925.
5.
Aronoff SC, Evans B, Fleece D et al. Integrating evidence based medicine into undergraduate medical education: combining online instruction with clinical clerkships. Teach Learn Med 2010; 22:219-23.
6.
Gillois P, Pagonis D, Vuillez JP et al. Towards a pedagogical elearning approach to improve preparation for medical school curriculum in Grenoble: results over the 10 last years. Presse Med 2013; 42:e44-52.
7.
Khasawneh R, Simonsen K, Snowden Jet al. The effectiveness of e-learning in pediatric medical student education. Med Educ Online 2016; 21:29516.
8.
Makransky G, Bonde MT, Wulff JS et al. Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education. BMC Med Educ 2016; 16:98.
9.
Janssen A, Shaw T, Goodyear P, Kerfoot BP, Bryce D. A little healthy competition: using mixed methods to pilot a team-based digital game for boosting medical student engagement with anatomy and histology content. BMC Med Educ 2015; 15:173.
10.
Alshiekhly U, Arrar R, Barngkgei I, et al. Facebook as a learning environment for teaching medical emergencies in dental practice. Educ Health (Abingdon) 2015; 28:176-80.
11.
Hennessy CM, Kirkpatrick E, Smith CF et al. Social media and anatomy education: Using twitter to enhance the student learning experience in anatomy. Anat Sci Educ 2016; 9:505-15.
12.
Guraya SY. The Usage of social networking sites by medical students for educational purposes: A meta-analysis and systematic review. N Am J Med Sci 2016; 8:268-78.
13.
Burg G, French LE. The age of Gutenberg is over: a consideration of medical education--past, present and future. Hautarzt 2012; 63:38-44.
14.
George DR, Dellasega C. Use of social media in graduate-level medical humanities education: two pilot studies from Penn State College of Medicine. Med Teach 2011; 33:e429-34.
15.
Pimmer C, Linxen S, Gröhbiel U et al. Mobile learning in resourceconstrained environments: a case study of medical education. Med Teach 2013; 35:e1157-65.
16.
Pimmer C, Brysiewicz P, Linxen S et al. Informal mobile learning in nurse education and practice in remote areas-a case study from rural South Africa, Nurse Educ Today 2014; 34:1398-404.
17.
Chipps J, Pimmer C, Brysiewicz P et al. Using mobile phones and social media to facilitate education and support for rural-based midwives in South Africa. Curationis 2015; 38:1500.
19.
Shah V, Kotsenas AL. Social media tips to enhance medical education. Acad Radiol 2017; 24:747-52.
20.
Hollinderbäumer A, Hartz T, Uckert F. Education 2.0-how has social media and Web 2.0 been integrated into medical education? A systematical literature review. GMS Z Med Ausbild 2013; 30:Doc14.
21.
George DR, Green MJ. Beyond good and evil: exploring medical trainee use of social media. Teach Learn Med 2012; 24:155-7.
22.
Sterling M, Leung P, Wright D et al. The use of social media in graduate medical education: A systematic review. Acad Med 2017; 92:1043-56.
23.
Desai T, Sanghani V, Fang X et al. Assessing a nephrology-focused YouTube channel’s potential to educate health care providers. J Nephrol 2013; 26:81-5.
24.
Alsuraihi AK, Almaqati AS, Abughanim SA, et al. Use of social media in education among medical students in Saudi Arabia. Korean J Med Educ 2016; 28:343-54.
25.
Gormley GJ, Collins K, Boohan M et al. Is there a place for elearning in clinical skills? A survey of undergraduate medical students’ experiences and attitudes. Med Teach 2009; 31:e6-12.
26.
Akgun T, Karabay CY, Kocabay G et al. Learning electrocardiogram on YouTube: how useful is it? J Electrocardiol 2014; 47:113-7.
27.
Reames BN, Sheetz KH, Englesbe MJ et al. Evaluating the use of twitter to enhance the educational experience of a medical school surgery clerkship. J Surg Educ 2016; 73:73-8.
28.
Cartledge P, Miller M, Phillips B. The use of social-networking sites in medical education. Med Teach 2013; 35:847-57.
29.
Jaffar AA. YouTube: An emerging tool in anatomy education. Anat Sci Educ 2012; 5:158-64.
30.
Sherer P, Shea T. Using online video to support student learning and engagement. College Teaching 2011; 59:56–9.
31.
Eick CJ, King DT. Non-science majors’ perceptions on the use of YouTube video to support learning in an integrated science. Journal of College Science Teaching 2012; 42:26–30.
32.
Soluk L, Buddle CM. Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course. F1000Res 2015; 4:82.
33.
Chapman HJ, Animasahun VJ, Tade AE et al. Addressing the role of medical students using community mobilization and social media in the Ebola response. Perspect Med Educ 2016; 5:186-90.
34.
Azer SA. Understanding pharmacokinetics: are YouTube videos a useful learning resource? Eur Rev Med Pharmacol Sci 2014; 18:1957-67.
35.
Gomes AW, Butera G, Chretien KC et al. The development and impact of a social media and professionalism course for medical students. Teach Learn Med 2017; 8:1-9.
36.
Gagnon K. Using twitter in health professional education: a case study. J Allied Health 2015; 44:25-33.
37.
Mohiuddin Z, Shahid H, Shuaib W. Social media impact: utility of reflective approach in the practice of surgery. Indian J Surg 2015; 77(Suppl 3):893-8.
38.
Langenfeld SJ, Vargo DJ, Schenarts PJ. Balancing privacy and professionalism: A survey of general surgery program directors on social media and surgical education. J Surg Educ 2016; 73:e28-e32.
39.
Lefebvre C, Mesner J, Stopyra J et al. Social media in professional medicine: New resident perceptions and practices. J Med Internet Res 2016; 18:e119.
40.
Han H, Nelson E, Wetter N. Medical students’ online learning technology needs. Clin Teach 2014; 11:15-9.
41.
Wiemer W. It’s a long way to multimedia: an account of 18 years of pursuing a new media project in physiology. Am J Physiol 1998; 275:S96-105.
| eISSN: | 1791-4914 |
| ISSN: | 1105-848X |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
