Border, S

Hennessy, CM

Pickering, JD

English

White Rose Research Online

The Rapidly Changing Landscape of Student Social Media Use in Anatomy Education

Hennessy CM

Crossref

Border, Scott

Hennessy, Catherine

Pickering, James

Southampton (e-Prints Soton)

The rapidly changing landscape of student social media use in anatomy education

This is a repository copy of The Rapidly Changing Landscape of Student Social Media Use in Anatomy Education.White Rose Research Online URL for this paper:http://eprints.whiterose.ac.uk/143735/Version: Accepted VersionArticle:Border, S, Hennessy, CM and Pickering, JD orcid.org/0000-0002-0494-6712 (Cover date: September / October 2019) The Rapidly Changing Landscape of Student Social Media Use in Anatomy Education. Anatomical Sciences Education, 12 (5). pp. 577-579. ISSN 1935-9772 https://doi.org/10.1002/ase.1875© 2019 American Association of Anatomists. This is the pre-peer reviewed version of the following article: Border, S. Hennessy, C. and Pickering, J. (2019), The Rapidly Changing Landscape of Student Social Media Use in Anatomy Education. Anatomical Sciences Education which will be published in final form at https://doi.org/10.1002/ase.1875. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versionseprints@whiterose.ac.ukhttps://eprints.whiterose.ac.uk/Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. Accepted ArticleThis article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as doi: 10.1002/ase.1875 This article is protected by copyright. All rights reserved. DR┻ SCOTT  BORDER ゅOrcid )D ┺ どどどど┽どどどぬ┽どぱぬひ┽ぱにどねょ DR┻ JAMES D P)CKER)NG ゅOrcid )D ┺ どどどど┽どどどに┽どねひね┽はばなにょ Article type      ┺ Letter to the Editor  Corresponding author mail id┺  s┻borderｈsoton┻ac┻uk  The Rapidly Changing Landscape of Student Social Media Use in Anatomy Education   Scott Border1, Catherine M. Hennessy2, James D. Pickering3  なCentre for Learning Anatomical Sciences┸ Faculty of Medicine┸ University of Southampton┸ Southampton┸ United Kingdom┻ に Department of Anatomy┸ Brighton and Sussex Medical School┸ University of Sussex┸ Brighton┸ United Kingdom┻ ぬDivision of Anatomy┸ Leeds )nstitute of Medical Education┸ School of Medicine┸ University of Leeds┸ Leeds┸ United Kingdom┻  Running title┺ Social media use in anatomy education Accepted ArticleThis article is protected by copyright. All rights reserved.  Correspondence to┺ Dr┻ Scott Border┻ Centre for Learning Anatomical Sciences┸ Faculty of Medicine┸ University of Southampton┸ Mailpoint ぱねの┸ Level B┸ Southampton General (ospital┸ Tremona Road┸ Southampton┸ SOなは はYD┻ United Kingdom┻  To the Editor┸ Anatomical Sciences Education: Over the last few years Anatomical Sciences Education has published a number of articles documenting the use of social media platforms in anatomy education ゅJaffar┸ にどなね; Barry et al┻┸ にどなは┹ (ennessy et al┻┸ にどなは┹ Pickering and Bickerdike┸ にどなばょ┻ As a collective group of authors responsible for contributing to some of this literature┸ we have recently noticed a significant change in the way our students are engaging with these platforms┻ For example┸ the Twitter hashtag associated with the Neuroanatomy and (ead and Neck module ゅおNLMにsotonょ at the University of Southampton┸ as discussed by (ennessy et al┻ ゅにどなはょ┸ was previously a hive of activity filled with question and answer threads┸ peer┽to┽peer and peer┽to┽tutor discussions┸ amusing memes and interesting links┻ Moreover┸ upon reflection to the early iterations of integrating social media into an active medical curriculum┸ the interaction between students and tutors was extensive┸ with engagement occurring through the evenings and weekends┻ Fast forward to the Fall term of にどなぱ【にどなひ and while tutors still continued to promote the hashtag with similar levels of enthusiasm┸ the number of students choosing to view and contribute to the Twitter feed significantly reduced in number and today the Southampton hashtag is barely used┻   )ntriguingly┸ a similar pattern of behavior was observed across other institutions and social media platforms┻ At Brighton and Sussex Medical School┸ where similar module specific hashtags were used ゅおmなどぬanatomy and おmにどねanatomyょ and weekly Twitter polls were released for students to test their learning┸ a drop┽off in engagement was also noticed┻ For example┸ during the にどなは【にどなば academic year feedback from students enrolled on the course Accepted ArticleThis article is protected by copyright. All rights reserved. was extremely positive ゅ(ennessy┸ にどなばょ┸ but with subsequent cohorts during the following year┸ the contributions from students was noticeably less than previously experienced despite regular promotion during formal teaching sessions┻  )n addition┸ this pattern of activity was compounded by students at the University of Leeds where a Facebook Page was used to provide an informal channel of communication for students and tutors to exchange information and answer queries relating to course content ゅPickering and Bickerdike┸ にどなばょ┻ Despite this tool being shown to have a significant impact on student╆s performance in summative assessments┸ from one year to the next the level of interaction from the student group declined to practically nothing┻ This was despite the same level of promotion from the module team┻ Something had certainly changed┻  The literature on social media use in anatomy education suggests that it provides a supportive environment for students to ask questions and share concerns┻ All of the articles cited above boast a myriad of benefits which enhance the student experience┸ including boosting morale and raising spirits┸ providing informal feedback and allowing teaching staff to be more accessible out of hours┻ Therefore┸ if teaching staff are willing to offer time using these platforms why would students choose not to engage with them╂ The study by (ennessey et al┻ ゅにどなはょ even reported that the majority of students would like to see Twitter use adopted in other modules┻  )t would certainly appear from global statistics that the current generation of students can be fickle when it comes to social media┻ They often get frustrated by regular platform redesigns or become concerned over modified privacy policies ゅSweney┸ にどなぱょ┻ )t has also been suggested that fake news┸ misinformation┸ and ╅click bait╆ posts have been distracting users from engaging with the same level of enthusiasm and authority ゅAllcott et al┻┸ にどなひょ┻  All the leading social media networks have witnessed a drop in users in the last year┸ with teenage users deserting it the most ゅSweney┸ にどなぱょ┻ )t is hard to believe that the original adopters of Facebook are now in Accepted ArticleThis article is protected by copyright. All rights reserved. their ぬど╆s and ねど╆s┻ Furthermore┸ since the inception of social media there has been a gradual cultural shift in its content┸ which focuses more on family narratives┸ along with political and social observations and commentary┻ This shifting emphasis has been suggested to be a contributing factor in why the current generation are moving over to )nstagram┸ where posts are more in line with their personal lifestyle habits and behaviors┻ This trend is substantiated by the large number of education feeds that are visible┸ with students hosting the most active account that exhibit images of their study notes┸ and approaches and struggles to learn effectively at university┻ )n this context┸ it could be postulated that students would rather support each other in this specific online environment and not engage in a format that is increasingly distant and not reflective of their own needs or learning environment┻   There are a number of further possible explanations for its decline as a means of educational support┻ Currently┸ students appear to be getting rather overwhelmed by all the layers of social media use and online support┸ which is one of the major contributing factors to social media fatigue ゅSMFょ ゅBright et al┻┸ にどなのょ┻ One notable antecedent of SMF is the phenomenon known as ╅fear of missing out╆┻ The compulsive social media use associated with this has been linked to an increase in both anxiety and depression ゅDhir et al┻┸ にどなぱょ┻ Originally┸ this phenomenon was only applied to social contexts┸ but it is possible that it may also be applicable in educational settings too┻ Furthermore┸ the limited capacity model of motivated mediated message processing ゅLCねMPょ suggests that it is difficult for students to identify and ensure that the most important components of each social media communication are processed and remembered ゅLang┸ にどどどょ┻ The way in which messages are presented and attended to on social media are an important variable for motivational activation┻ The application of this model suggests that a unique set of parameters govern the understanding of real time interactions with online content or communication┸ and this warrants further exploration in anatomy education┻  Accepted ArticleThis article is protected by copyright. All rights reserved. The majority of social media resources typically require registration with additional and often multiple login details to remember together with an additional privacy burden┻ Feedback at Southampton informs us that some students may have reached a point of saturation with new accounts and passwords┻ While most virtual learning environments have the capability to embed widgets which allow social media pages【feeds to be accessed freely┸ they sometimes end up being buried within multiple tabs and pull┽down menus┻ As a result┸ students have stopped accessing them┻ These new trends in the use of social media within anatomy education may reflect the novelty of these tools┸ with students now reverting to what they truly find most useful as academic support ┽ the critical few they deem to be most essential┻ Furthermore┸ while Twitter and Facebook are now more commonly home to professional accounts┸ and used increasingly by politicians and social commentators to drive opinion forming debate┸ within the academic community it can also be a place of friendship┸ comradery and the sharing of content aimed at support all anatomy students┻ Given our observations on the changing relationship between students and social media┸ the community of practice across academics does not seem to be developing with our student populations┻ Many students who engaged with either the Southampton hashtag or the Facebook Page at Leeds┸ reported a reluctance to fully engage and post questions that could be viewed by their peers and tutors for fear of appearing unknowledgeable and embarrassing themselves┻ )t would appear that engaging with Twitter can be an intimidating experience┸ and many would either rather just observe or opt out entirely┻  One important consideration is the impact of recent and regular medical curriculum revalidations┻ There has recently been a drive across institutions within the United Kingdom to reduce the assessment burden on students by the General Medical Council┻ Consequently┸ the medical schools at The Universities of Southampton and Leeds have changed their assessment portfolio from in┽course modular assessments to high stakes end of year integrated Accepted ArticleThis article is protected by copyright. All rights reserved. examinations┻ This has inadvertently had an impact on the student experience during anatomy modules┻ )t is well known that assessment drives learning ゅWormald et al., 2009ょ┸ and therefore by reducing the ╅high┽stakes╆ nature of anatomy assessments within modules┸ students are potentially less anxious┻   )n previous years it seemed that the Twitter hashtag or Facebook page was the perfect outlet for offloading┸ sharing feelings and obtaining support from both peers and the faculty┻ )t might well be that students no longer require such forums to strengthen their resilience at this particular time┻ )nstead they simply roll from one system┽based course to the next with opportunities for more relaxed formative assessments in┽between┻  Another contributing factor might be the fact that with each academic year┸ a majority of medical students are from the ╉Z Generation╊ ゅborn between なひひは┽にどなはょ┸ who are reportedly more conservative with their social media use than previous generations ゅ)qbal┸ にどなぱょ┻ Gen Z┽ers are thought to be more aware of how they portray themselves online┸ partly because they have learned from previous generations that social media can quite easily be an outlet for being publicly shamed┻ There have been several examples of medical students displaying unprofessional or questionable behavior on social media┸ with consequences ranging from receiving warnings to being removed from medical programs ゅLangenfeld et al┻┸ にどなね┹ Barlow et al┻┸ にどなの┹ Kitsis et al┻┸ にどなは┹ Koo et al┻┸ にどなばょ┻ Such examples are often used by medical school program directors during induction week as a way of warning students about the consequences of unprofessional social media use ゅJain┸ にどどひょ┻ )t is very possible that this message has filtered down to students who are at the applicant stage and so even before students begin medical school they have learned to avoid any gratuitous exposure and use of social media┻   Accepted ArticleThis article is protected by copyright. All rights reserved. )t would appear that although novel ways of supporting students online may continue to evolve┸ nothing can replace the enthusiasm and dedication of faculty members who continue to engage with the traditional channels of support such as face to face meetings┸ telephone conversations and personal email exchanges┻ These may sound a little ╅old hat╆ to the new age generation of medical students and anatomists┸ but education is a personal journey and maybe fee┽paying students desire more in the way of personal interaction within their programs to feel satisfied with their educational experience┻ As far as the future of social media use in anatomy education is concerned┸ the message is not entirely clear yet┸ but those paranoid amongst us might easily begin to wonder if it is possible that we were either not invited in the first place or have simply outstayed our welcome┻  Scott Border, B.Sc., Ph.D., F.H.E.A.* Principal Teaching Fellow  University of Southampton, Southampton, United Kingdom  Catherine Hennessy, B.Sc. (Hons), M.Sc., P.C.A.P., F.H.E.A.  Teaching Fellow  Brighton and Sussex University,  Brighton, United Kingdom   Accepted ArticleThis article is protected by copyright. All rights reserved. James Pickering, B.Sc., Ph.D., P.G.C.L.T.H.E., S.F.H.E.A., N.T.F. Associate Professor University of Leeds,  Leeds, United Kingdom  L)TERATURE C)TED┺ Allcott (┸ Gentzkow M┸ Yu C┻ にどなひ┻ Trends in the Diffusion of Misinformation on Social Media┻ NBER Working Paper No┻ にののどど┻ なst Ed┻ Cambridge┸ MA┺ National Bureau of Economic Research┻ なは p┻  URL┺ https┺【【arxiv┻org【pdf【なぱどひ┻どのひどな┻pdf いaccessed にな February にどなひう┻   Barlow CJ┸ Morrison S┸ Stephens (O┸ Jenkins E┸ Bailey MJ┸ Pilcher D┻ にどなの┻ Unprofessional behaviour on social media by medical students┻ Med J Aust にどぬ┺ねぬひ┻な┻eな‒ねぬひ┻な┻eば┻  Barry DS┸ Marzouk F┸ Chulak┽Oglu K┸ Bennett D┸ Tierney P┸ OｆKeeffe GW┻ にどなは┻ Anatomy education for the YouTube generation┻ Anat Sci Educ ひ┺ひど‒ひは┻  Bright LF┸ Kleiser SB┸ Grau SL┻ にどなの┻ Too much Facebook╂ An exploratory examination of social media fatigue┻ Comput (um Behav ねね┺なねぱ‒なねの┻  Dhir A┸ Yossatorn Y┸ Kaur P┸ Chen S┻ にどなぱ┻ Online social media fatigue and psychological wellbeingをA study of compulsive use┸ fear of missing out┸ fatigue┸ anxiety and depression┻ )nt  J  )nform Manag ねど┺なねな‒なのに┻ Accepted ArticleThis article is protected by copyright. All rights reserved. Hennessy CM. 2017. The Twitter polling tool: Can it be used to increase anatomy exam scores? J Anat 231:458.  (ennessy CM┸ Kirkpatrick E┸ Smith CF┸ Border S┻ にどなは┻ Social media and anatomy education┺ Using Twitter to enhance the student learning experience in anatomy┻ Anat Sci Educ ひ┺のどの‒のなの┻  Iqbal N. 2018. Generation Z: We have more to do than drink and take drugs. The Guardian, 21 July 2018.  Guardian News & Media Limited, London, UK. URL: https://www.theguardian.com/society/2018/jul/21/generation-z-has-different-attitudes-says-a-new-report [accessed: 09 February 2019].  Jaffar AA┻ にどなね┻ Exploring the use of a Facebook page in anatomy education┻ Anat Sci Educ ば┺なひひ‒にどぱ┻  Jain S(┻ にどどひ┻ Practicing medicine in the age of Facebook┻ N Engl J Med ぬはな┺はねひ‒はのな┻  Kitsis EA┸ Milan FB┸ Cohen (W┸ Myers D┸ (erron P┸ McEvoy M┸ Weingarten J┸ Grayson MS┻ にどなは┻  Who╆s misbehaving╂ Perceptions of unprofessional social media use by medical students and faculty┻ BMC Med Educ なは┺はば┻  Koo K┸ Ficko Z┸ Gormley EA┻ にどなば┻ Unprofessional content on Facebook accounts of US urology residency graduates┻ BJU )nt ななひ┺ひのの‒ひはど┻ Accepted ArticleThis article is protected by copyright. All rights reserved. Lang A┻ にどどど┻ The limited capacity model of mediated message processing┻ J Comm のど┺ねは‒ばど┻  Langenfeld SJ┸ Cook G┸ Sudbeck C┸ Luers T┸ Schenarts PJ┻ にどなね┻ An assessment of unprofessional behavior among surgical residents on Facebook┺ A warning of the dangers of social media┻  J Surg Educ ばな┺eにぱ‒eぬに┻  Pickering JD┸ Bickerdike SR┻ にどなば┻ Medical student use of Facebook to support preparation for anatomy assessments┻ Anat Sci Educ など┺にどの‒になね┻  Sweney M┻ にどなぱ┻ Peak social media╂ Facebook┸ Twitter and Snapchat fail to make new friends┻ The Guardian┸ など August にどなぱ┻ Guardian News ┃ Media Limited┸ London┸ UK┻  URL┺ https://www.theguardian.com/media/2018/aug/10/peak-social-media-facebook-twitter-and-snapchat-fail-to-make-new-friends?CMP=share_btn_link [accessed: 09 February 2019].  Wormald BW, Schoeman S, Somasunderam A, Penn M. 2009. Assessment drives learning: An unavoidable truth? Anat Sci Educ 2:199204.    

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The Rapidly Changing Landscape of Student Social Media Use in Anatomy Education

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