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• W4312208082 abstract "BACKGROUND: The widespread use of social media has led to exploration of its use as an educational tool to engage learners and enhance interactive learning with its use in the healthcare literature dating back to 2008. If an intervention can impact clerkship Shelf Exam scores as a measurable short-term goal, it may have a downstream impact on USMLE or COMLEX-USA examination scores. The purpose of the investigation was to evaluate if Twitter could be used in undergraduate allopathic and osteopathic medical students to enhance learning outcomes defined as scores and passage on NBME Shelf examinations taken directly after the intervention period. METHODS: This investigation used a quasi-experimental study design. Ninety questions covering 30 different Family Medicine topics were developed through a psychometrically sound process. Following sample size calculations 32 3rd-year allopathic and osteopathic participants were recruited from a Family Medicine clerkship at a community-based hospital in the Northeast. Participants were sent tweets during two weeks of their Family Medicine clerkships. Upon completion of their clerkship, surveys were emailed to participants containing questions from ane an engagement survey. A historical comparison group of individuals completing their rotations immediately prior to the intervention was used to assess a difference in Shelf examination scores. A two-group Wilcoxon-Mann-Whitney test was used to examine differences. RESULTS: There was no statistical evidence of a difference between percentile scores (_P_-value=.157). The CLES for COMAT/NCME Shelf Exam percentile was 62% - a meaningful effect size. DISCUSSION: This study adds support for the use of Twitter to improve learning outcomes during medical student clerkships. Our study built upon this finding by adding the bidirectional aspect of Twitter communication. The change in scores change may have been due to student engagement. Twitter demonstrated a social media approach to providing students with anytime-anyplace and just-in-time experience consistent with Bauman’s Layered-Learning Model. The chief limitation of this study was medical student in-person clerkships were paused during the COVID pandemic and therefore our study enrollment was also paused and posed many more logistical challenges. The results of this investigation further the potential for Twitter to be used as an inexpensive educational intervention to modestly improve standardized exam scores with the potential to be used in a broader fashion (e.g., COMLEX and USMLE Step Scores). Future research can build upon this study by applying this intervention to other locations with larger samples. This study should be replicated for each core clerkship rotation for COMLEX and USMLE Step preparation." @default.
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• W4312208082 date "2022-12-27" @default.
• W4312208082 modified "2023-09-27" @default.
• W4312208082 title "Can Twitter be used to improve learning outcomes in undergraduate medical education? A pilot study" @default.
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• W4312208082 doi "https://doi.org/10.32388/gsggqh" @default.
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