Using Social Media as a Dynamic Supplement to Traditional Teaching

Using Social Media as a Dynamic Supplement to Traditional Teaching

Author Info

Corresponding Author
Abu Choudhary
Department of Medicine, New York Presbyterian Brooklyn Methodist Hospital, Brooklyn, New York, USA

A B S T R A C T

Covid-19 pandemic brought many changes in our lives and lead us to find new ways of didactic teaching. Social distancing has forced us to create new methods of learning. Social media use is pervasive. It is not just a means to connect with others, engage with news content, share information, and provide entertainment; it is also a platform to learn. The use of social media in medical education has increased with trainees, practitioners, and educators adopting these communication tools to facilitate learning, practice improvement, and knowledge translation [1]. Resident doctors at a University-affiliated hospital started a project of interpreting EKG using "WhatsApp" to provide an on-demand and dynamic platform to residents where they can ask questions about EKGs and collaborate to learn from peers and experts. The experience revealed that residents could participate in this learning exercise at their leisure while not constrained by their patient-care requirements. While social media cannot replace traditional teaching, it can be used as a supplemental tool to empower the students to get the skills they need to succeed. Such experiments are successful with Twitter, YouTube and other platforms also. In recent times COVID forced us to use distance learning using Zoom, WebEx or similar platforms.

Article Info

Article Type
Short Report
Publication history
Received: Mon 13, Jul 2020
Accepted: Fri 24, Jul 2020
Published: Fri 31, Jul 2020
Copyright
© 2023 Abu Choudhary. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Hosting by Science Repository.
DOI: 10.31487/j.JICOA.2020.04.08