Social media learning preferences of medical students of first MBBS in a medical college in India
Keywords:
MBBS students, first MBBS, medical education, social media
Abstract
Background: Social media is a useful tool in medical education today. It can be effectively used to teach personality models, information processing models, social interaction models and instructional preference models. This study aims to gather information about social media preferences among first MBBS students in their academics. It is important to know the students’ felt needs in order to have a useful academic program. Research confirms that quality education tools have powerful positive effects on young people in a variety of personal, academic, and professional situations. This study was conducted to gauge the felt needs of a first MBBS student regarding use of social media in medical education. This study is designed to evaluate and compare social media preferences of first year medical students in a peripheral medical college in India Method This study was conducted on first MBBS students in a group of 50 students . SIMS inventory version 8.1 was administered to determine the preferred instructional mode based upon various social media tools. Results The most preferred method among the study group was youtube videos, followed by whatsapp messenger. Most of the students (95%) responded with a score of above average level of satisfaction on all parameters classified as relevant to medical education. Relating well with others, professional advancement and relating meaningfully with local people were the preferred answers to the extent of 90% of the sample studied as far as utility of the said tools are concerned. Among the other methods used were sites dedicated to study of a particular topic like wikepedia, twitter etc.References
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2. Fleming ND. VARK: A guide to learning styles; www.varklearn.com/english/page.asp?p_questionnaire; 2007
3. Manisha Jindal, Poonam Kharb, Samanta PP. Comparative analysis of instructional learning preferences of medical students of first and seventh semester; International Journal of Physiology 2013;1:32-36
4. Shah C, Joshi N, Mehta HB, Gokhale PA. Learning styles adopted by medical students. International Research Journal of Pharmacy. 2011; 2:227-229
5. Kumar L, Voralu K, Pani S, Sethuraman K. Predominant learning styles adopted by AIMST university students in Malaysia. South East Asian Journal of Medical Education. 2009; 3: 37-46
6. Nuzhat A, Salem RO, Mohammad SA, Nasir Al Hamdan. Learning style preferences of medical students: A single institute experience from Saudi Arabia. Int J Med Edu. 2011;2:70-73
7. Kennelly L, Monrad M - Approaches to Dropout Prevention: Heeding Early Warning Signs with Appropriate Interventions. American Institutes for Research, 2007
8. JP Tierney - Making a Difference.An Impact Study of Big Brothers/Big Sisters. ERIC 1995
9. Thurlow ML, SinclairMF, Johnson DF -Students with Disabilities Who Drop Out of School: Implications for Policy and Practice. Issue Brief: Examining Current Challenges in Secondary Education, 2002
10. Bruce M, Bridgeland J - The mentoring effect: Young people's perspectives on the outcomes and availability of mentoring. Washington, DC: Civic Enterprises with Hart, 2014
11. Herrera C, DuBois DL, Grossman JB - The Role of Risk: Mentoring Experiences and Outcomes for Youth with Varying Risk Profiles. MDRC, 2013
12. Wear II PW, Wilson LL -Bridging the great divide
Educational Entrepreneurship, 2015
Published
2018-11-14
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Original Article
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