Social media and anatomy education: Using twitter to enhance the student learning experience in anatomy

Anatomical Sciences Education

Volumn 9, Issue 6, 2016, Pages 505-515

  Hennessy, Catherine M ^a   Kirkpatrick, Emma ^b   Smith, Claire F ^a   Border, Scott ^c  

^a UNIVERSITY OF SUSSEX   (United Kingdom)

^b UNIVERSITY OF SOUTHAMPTON   (United Kingdom)

^c UNIVERSITY OF SOUTHAMPTON   (United Kingdom)

Author keywords

learning experience; medical education; millennial generation; neuroanatomy education; neurophobia; social media; twitter; undergraduate education

Indexed keywords

ADULT; ANXIETY; ATTITUDE TO COMPUTERS; CURRICULUM; EDUCATION; EDUCATIONAL STATUS; ENGLAND; FEMALE; HUMAN; LEARNING; MALE; MEDICAL EDUCATION; MEDICAL STUDENT; MORALITY; NEUROANATOMY; PREVENTION AND CONTROL; PROCEDURES; PROGRAM EVALUATION; PSYCHOLOGY; QUESTIONNAIRE; SOCIAL MEDIA; SOCIAL NETWORK; TEACHING; UNIVERSITY; YOUNG ADULT;

ADULT; ANXIETY; ATTITUDE TO COMPUTERS; CURRICULUM; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL STATUS; ENGLAND; FEMALE; HUMANS; LEARNING; MALE; MORALE; NEUROANATOMY; PROGRAM EVALUATION; SOCIAL MEDIA; SOCIAL NETWORKING; STUDENTS, MEDICAL; SURVEYS AND QUESTIONNAIRES; TEACHING; UNIVERSITIES; YOUNG ADULT;

EID: 84963647257     PISSN: 19359772     EISSN: 19359780     Source Type: Journal    
DOI: 10.1002/ase.1610     Document Type: Article

References (67)

1. Bandura A. 1971. Social Learning Theory. 1st Ed. Englewood Cliffs, NJ: Prentice-Hall. 247 p.
2. Bandura A. 1977. Self-efficacy: Toward a unifying theory of behavioral change. Psychol Rev 84:191–215.
3. Bandura A. 1986. Social Foundations of Thought and Action: A Social Cognitive Theory. 1st Ed. Englewood Cliffs, NJ: Prentice-Hall, Inc. 617 p.
4. Bandura A. 2001. Social cognitive theory: An agentic perspective. Annu Rev Psychol 52:1–26.
5. Barry DS, Marzouk F, Chulak-Oglu K, Bennett D, Tierney P, O'Keeffe GW. 2016. Anatomy education for the YouTube generation. Anat Sci Educ 9:90–96.
6. Biggs JB, Tang C. 2011. Teaching For Quality Learning: What the Student Does. 4th Ed. Maidenhead, Berkshire, UK: McGraw-Hill/Society for Research in Higher Education and Open University Press. 382 p.
7. Bista K. 2015. Is Twitter a pedagogical tool in higher education? Perspectives of education graduate students. J Scholarship Teach Learn 15:83–102.
8. Burnard P. 1991. A method of analysing interview transcripts in qualitative research. Nurse Educ Today 11:461–466.
9. Carnevale D. 2006. E-mail is for old people: As students ignore their campus accounts, colleges try new ways of communicating. Chron High Educ 53:A27. URL: http://uindyelearningresources.pbworks.com/f/2006_+EmailForOldPeople.pdf [accessed: 03 October 2015].
10. Cecot T, Smith CF, Border S. 2014. Blending the virtual and physical teaching environment: The potential role of the anatomy e-booklet. J Anat 224:248.
11. Charmaz K. 2003. Grounded theory. In: Smith JA (Editor). Qualitative Psychology: A Practical Guide to Research Methods. 1st Ed. London, UK: SAGE Publications Ltd. 258 p.
12. Chi MTH, Roy M, Hausmann RGM. 2008. Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognit Sci 32:301–341.
13. Choo EK, Ranney ML, Chan TM, Trueger NS, Walsh AE, Tegtmeyer K, McNamara SO, Choi RY, Carroll CL. 2015. Twitter as a tool for communication and knowledge exchange in academic medicine: A guide for skeptics and novices. Med Teach 37:411–416.
14. Craig S, Tait N, Boers D, McAndrew D. 2010. Review of anatomy education in Australian and New Zealand medical schools. ANZ J Surg 80:212–216.
15. Creswell JW. 2012. Qualitative Inquiry and Research Design: Choosing Among Five Approaches. 3rd Ed. Thousand Oaks, CA: SAGE Publications Inc. 472 p.
16. DiLullo C, McGee P, Kriebel RM. 2011. Demystifying the millennial student: A reassessment in measures of character and engagement in professional education. Anat Sci Educ 4:214–226.
17. Drake RL, McBride JM, Lachman N, Pawlina W. 2009. Medical education in the anatomical sciences: The winds of change continue to blow. Anat Sci Educ 2:253–259.
18. Dunlap JC, Lowenthal PR. 2009. Horton hears a tweet. Educause Q 32:1–10.
19. Ebner M, Lienhardt C, Rohs M, Meyer I. 2010. Microblogs in higher education—A chance to facilitate informal and process-orientated learning? Comput Educ 55:92–100.
20. Facebook. 2015. Statement of Rights and Responsibilities. Facebook, Palo Alto, CA. URL: https://www.facebook.com/legal/terms [accessed 25 November 2015].
21. Fernandez R, Dror IE, Smith C. 2011. Spatial abilities of expert clinical anatomists: Comparison of abilities between novices, intermediates, and experts in anatomy. Anat Sci Educ 4:1–8.
22. Finn GM, Walker SJ, Carter M, Cox DR, Hewitson R, Smith CF. 2015. Exploring relationships between personality and anatomy performance. Anat Sci Educ 8:547–554.
23. Flanagan E, Walsh C, Tubridy N. 2007. ‘Neurophobia’—Attitudes of medical students and doctors in Ireland to neurological teaching. Eur J Neurol 14:1109–1112.
24. Foley NM, Maher BM, Corrigan MA. 2014. Social media and tomorrow's medical students—How do they fit? J Surg Educ 71:385–390.
25. Forgie SE, Duff JP, Ross S. 2013. Twelve tips for using Twitter as a learning tool in medical education. Med Teach 35:8–14.
26. Giles J. 2010. Clinical neuroscience attachments: A student's view of ‘Neurophobia’. Clin Teach 7:9–13.
27. Grosseck G, Holotescu C. 2009. Can we use twitter for educational activities? In: Proceedings of the 4th International Scientific Conference on eLearning and Software for Education (eLSE 2008); Bucharest, Romania, 2008 Apr 17-18. Paper 697.1. “Carol I” National Defense University, Bucharest, Romania. URL: http://adlunap.ro/eLSE_publications/papers/2008/015.-697.1.Grosseck%20Gabriela-Can%20we%20use.pdf [accessed: 12 January 2016].
28. Hall M, Hanna LA, Huey G. 2013. Use and views on social networking sites of pharmacy students in the United Kingdom. Am J Pharm Educ 77:9.
29. Hennessy C, Border S. 2015. Using social media as an educational tool: The potential role of Twitter in enhancing the student learning experience in neuro/anatomy. FASEB J 29:SLB12.
30. Heylings D. 2002. Anatomy 1999–2000: The curriculum, who teaches it and how? Med Educ 36:702–710.
31. Jaffar AA. 2012. YouTube: An emerging tool in anatomy education. Anat Sci Educ 5:158–164.
32. Jaffar AA. 2014. Exploring the use of a Facebook page in anatomy education. Anat Sci Educ 7:199–208.
33. Jayakody N, Rajwani S, Hall S, Border S. 2014. Can podcasts help to alleviate medical student fears of neuroanatomy? J Anat 224:741.
34. Jozefowicz RF. 1994. Neurophobia: The fear of neurology among medical students. Arch Neurol 51:328–329.
35. Junco R, Heiberger G, Loken E. 2011. The effect of Twitter on college student engagement and grades. J Comput Assist Learn 27:119–132.
36. Junco R, Elavsky CM, Heiberger G. 2013. Putting Twitter to the test: Assessing outcomes for student collaboration, engagement and success. Br J Educ Tech 44:273–287.
37. Kassens-Noor E. 2012. Twitter as a teaching practice to enhance active and informal learning in higher education: the case of sustainable tweets. Active Learn High Educ 13:9–21.
38. Kind T, Patel PD, Lie D, Chretien KC. 2014. Twelve tips for using social media as a medical educator. Med Teach 36:284–290.
39. Lee LM, Gould DJ. 2014. Educational implications of a social networking application, Twitter™, for anatomical sciences. Med Sci Educ 24:273–278.
40. McArthur JA, Bostedo-Conway K. 2012. Exploring the relationship between student-instructor interaction on Twitter and student perceptions of teacher behaviors. Int J Teach Learn High Educ 24:286–292.
41. McHanwell S, Atkinson M, Davies DC, Dyball R, Morris J, Ockleford C, Parkin I, Standring S, Whiten S, Wilton J. 2007. A core syllabus in anatomy for medical students—Adding common sense to need to know. Eur J Anat 11:S3–S18.
42. McKenna MP, D'Alessandro D. 2011. Social networks and the practice of medicine: Harnessing powerful opportunities. J Pediatr 158:1–2.
43. Meyer AJ, Stomski NJ, Innes SI, Armson AJ. 2016. VARK learning preferences and mobile anatomy software application use in pre-clinical chiropractic students. Anat Sci Educ 9:247–254.
44. Mukhopadhyay S, Kruger E, Tennant M. 2014. YouTube: A new way of supplementing traditional methods in dental education. J Dent Educ 78:1568–1571.
45. Oliver M, Shaw GP. 2003. Asynchronous discussion in support of medical education. J Async Learn Network 7:56–67.
46. Pickering JD. 2014. Anatomy drawing screencasts: Enabling flexible learning for medical students. Anat Sci Educ 8:249–257.
47. Prensky M. 2001. Digital natives, digital immigrants, part II: Do they really think differently? Horizon 9:1–9.
48. Ridesdale L, Massey R, Clark L. 2007. Preventing neurophobia in medical students, and so future doctors. Pract Neurol 7:116–123.
49. Rinaldo SB, Tapp S, Laverie DA. 2011. Learning by tweeting: Using Twitter as a pedagogical tool. J Market Educ 20:1–11.
50. Roberts GR. 2005. Technology and learning expectations of the net generation. In: Oblinger D, Oblinger J (Editors). 2005. Educating the Net Generation. 1st Ed. Boulder, CO: Educause. p 3.1–3.7.
51. Schreier M. 2012. Qualitative Content Analysis in Practice. 1st Ed. Thousand Oaks, CA: Sage Publications Inc. 280 p.
52. Schroeder A, Minocha S, Schneider C. 2010. The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning. J Comput Assist Learn 26:159–174.
53. Skiba DJ. 2008. Emerging technologies center: Nursing education 2.0: Twitter & tweets. Can you post a nugget of knowledge in 140 characters or less? Nurs Educ Perspective 29:110–112.
54. Smith CF, Finn GM, Stewart J, McHanwell S. 2016. Anatomical Society core regional anatomy syllabus for undergraduate medicine: The Delphi process. J Anat 228:2–14.
55. Smith CF, Mathias HS. 2010. Medical students' approaches to learning anatomy: Students' experiences and relations to the learning environment. Clin Anat 23:106–114.
56. Smith CF, McManus B. 2015. The integrated anatomy practical paper: A robust assessment method for anatomy education today. Anat Sci Educ 8:63–73.
57. Smith SD, Caruso JB. 2010. The ECAR Study of Undergraduate Students and Information Technology, 2010. Research Study 6, 2010. 1st Ed. Boulder, CO: EDUCAUSE Center for Applied Research. 118 p. URL: http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333 [accessed 12 January 2016].
58. Szwelnik A. 2008. Business Management Accountancy and Finance (BMAF) Project Report. Embracing the Web 2.0 Culture in Business Education—The New Face of Facebook. 1st Ed. York, UK: The Higher Education Academy. 2 p.
59. Thames G. 2009. Twitter as an educational tool. J Child Adolesc Psychiatr Nurs 22:235.
60. Tran K, Morra D, Lo V, Quan SD, Abrams H, Wu RC. 2014. Medical students and personal smartphones in the clinical environment: The impact on confidentiality of personal health information and professionalism. J Med Internet Res 16:e132.
61. Twitter. 2016. Twitter/Business. Tweet activity dashboard. Twitter, San Francisco, CA. URL: https://business.twitter.com/help/tweet-activity-dashboard [accessed: 12 January 2016].
62. UCR. 2015. University of California Regents. Graduate Student Instructor. Teaching and Resource Center. University of California Berkeley, Berkeley, CA. URL: gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/ [accessed: 21 August 2015].
63. Vygotsky LS. 1978. Mind in Society: The Development of Higher Psychological Processes. 14th Ed. Cambridge, MA: Harvard University Press. 159 p.
64. Wenger E. 2000. Communities of practice and social learning systems. Organization 7:225–246.
65. White DS, LeCornu A. 2011. Visitors and residents: A new typology for online engagement. First Monday 16:9. URL: http://journals.uic.edu/ojs/index.php/fm/article/view/3171/3049 [accessed: 12 January 2016].
66. Wright F, White D, Hirst T, Cann A. 2014. Visitors and residents: Mapping student attitudes to academic use of social networks. Learn Media Tech 39:126–141.
67. Zinchuk AV, Flanagan EP, Tubridy NJ, Miller WA, McCullough LD. 2010. Attitudes of U S medical trainees towards neurology education: “Neurophobia”—A global issue. BMC Med Educ 10:49.