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Anatomy Education for the YouTube Generation
Author(s) -
Barry Denis,
Tierney Paul,
O'Keeffe Gerard
Publication year - 2015
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.29.1_supplement.lb13
Subject(s) - cornerstone , social media , mindset , merge (version control) , clips , medical education , timeline , psychology , multimedia , computer science , medicine , world wide web , artificial intelligence , visual arts , art , history , archaeology , information retrieval
Anatomy remains a cornerstone of medical education despite challenges that have seen a significant reduction in contact hours over recent decades; however, the rise of the YouTube Generation, or GenC, offers new possibilities for anatomy education. GenC, which consists of 80% Millennials, actively engage with social media and integrate it into their education experience. Most are willing to merge their online presence with their degree programs by engaging with course materials and sharing their knowledge freely using these platforms. This integration of social media into undergraduate learning, and the attitudes and mindset of GenC has changed traditional learning approaches and the student / teacher relationship. To gauge this, second year undergraduate medical and radiation therapy students (n = 73) were surveyed regarding their use of online social media in relation to anatomy learning. The vast majority of students had employed web‐based platforms to source information with 78% using YouTube as their primary source of anatomy‐related video clips. These findings suggest that the academic anatomy community should consider integrating social media into blended learning approaches in anatomy programs. This will ensure continued connection with the YouTube generation of students while also allowing for academic and ethical oversight regarding the use of online video clips whose provenance may not otherwise be known.