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Social Media in Health Studies: A Systematic Review of Comparative Learning Methods
Learning modifications particularly increased due to the SARS-CoV-2 pandemic, which made it necessary to offer distance health education for many months. Social media allows students to have interactive activities such as discussing specific subjects or sharing data with each other, and also to have...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8871930/ https://www.ncbi.nlm.nih.gov/pubmed/35206401 http://dx.doi.org/10.3390/ijerph19042205 |
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author | Fouasson-Chailloux, Alban Daley, Pauline Menu, Pierre Gross, Raphael Dauty, Marc |
author_facet | Fouasson-Chailloux, Alban Daley, Pauline Menu, Pierre Gross, Raphael Dauty, Marc |
author_sort | Fouasson-Chailloux, Alban |
collection | PubMed |
description | Learning modifications particularly increased due to the SARS-CoV-2 pandemic, which made it necessary to offer distance health education for many months. Social media allows students to have interactive activities such as discussing specific subjects or sharing data with each other, and also to have interactions with their teachers and tutors. So, we aimed to compare the effects of the use of social media on knowledge, skills and perceptions in health students compared to other methods. We performed a systematic review on PubMed, ScienceDirect and Embase about comparative learning methods using social media. The search followed PRISMA guidelines, and the quality assessment of the studies was performed using the Medical Education Research Quality instrument (MERSQI). Eight studies were analyzed including 1014 participants. Mean age ranged from 19.9 to 23.4 years, and 70% were females. About 54.4% of the participants were medical students and 20.9% were dental students. The mean MERSQI was 11.7 ± 2.6. Various subjects were included—anatomy, cultural competences, sterile surgical techniques, radiology, arthrocentesis, medical pathologies and cariology. As far as knowledge evaluation was concerned, we found that the use of social media may have had a positive effect from a short-term point of view but results concerning skills were less consistent across studies. Students usually had a positive perception of the use of social media as a complementary method but not as a complete alternative so it is not excluded that this effect might result from an increase in working time. The impact on patient care should also be assessed in future studies. |
format | Online Article Text |
id | pubmed-8871930 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-88719302022-02-25 Social Media in Health Studies: A Systematic Review of Comparative Learning Methods Fouasson-Chailloux, Alban Daley, Pauline Menu, Pierre Gross, Raphael Dauty, Marc Int J Environ Res Public Health Review Learning modifications particularly increased due to the SARS-CoV-2 pandemic, which made it necessary to offer distance health education for many months. Social media allows students to have interactive activities such as discussing specific subjects or sharing data with each other, and also to have interactions with their teachers and tutors. So, we aimed to compare the effects of the use of social media on knowledge, skills and perceptions in health students compared to other methods. We performed a systematic review on PubMed, ScienceDirect and Embase about comparative learning methods using social media. The search followed PRISMA guidelines, and the quality assessment of the studies was performed using the Medical Education Research Quality instrument (MERSQI). Eight studies were analyzed including 1014 participants. Mean age ranged from 19.9 to 23.4 years, and 70% were females. About 54.4% of the participants were medical students and 20.9% were dental students. The mean MERSQI was 11.7 ± 2.6. Various subjects were included—anatomy, cultural competences, sterile surgical techniques, radiology, arthrocentesis, medical pathologies and cariology. As far as knowledge evaluation was concerned, we found that the use of social media may have had a positive effect from a short-term point of view but results concerning skills were less consistent across studies. Students usually had a positive perception of the use of social media as a complementary method but not as a complete alternative so it is not excluded that this effect might result from an increase in working time. The impact on patient care should also be assessed in future studies. MDPI 2022-02-15 /pmc/articles/PMC8871930/ /pubmed/35206401 http://dx.doi.org/10.3390/ijerph19042205 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Review Fouasson-Chailloux, Alban Daley, Pauline Menu, Pierre Gross, Raphael Dauty, Marc Social Media in Health Studies: A Systematic Review of Comparative Learning Methods |
title | Social Media in Health Studies: A Systematic Review of Comparative Learning Methods |
title_full | Social Media in Health Studies: A Systematic Review of Comparative Learning Methods |
title_fullStr | Social Media in Health Studies: A Systematic Review of Comparative Learning Methods |
title_full_unstemmed | Social Media in Health Studies: A Systematic Review of Comparative Learning Methods |
title_short | Social Media in Health Studies: A Systematic Review of Comparative Learning Methods |
title_sort | social media in health studies: a systematic review of comparative learning methods |
topic | Review |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8871930/ https://www.ncbi.nlm.nih.gov/pubmed/35206401 http://dx.doi.org/10.3390/ijerph19042205 |
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