Anatomy Education for the YouTube Generation
Anatomy Education for the YouTube Generation
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DOI：
10.1002/ase.1550
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发表时间：
2016-01-01
影响因子：
7.3
通讯作者：
O'Keeffe, Gerard W.
中科院分区：
文献类型：
--
作者：
Barry, Denis S.;Marzouk, Fadi;O'Keeffe, Gerard W.
解剖学仍然是医学教育的基石，尽管近几十年来接触时间显着减少的挑战;然而，“YouTube一代”或“连接一代”（Gen C）的兴起为解剖学教育提供了新的可能性。由80%的千禧一代组成的C世代积极与社交媒体互动，并将其融入他们的教育体验。大多数人愿意通过参与课程材料并使用这些平台自由分享知识来将他们的在线存在与学位课程合并。这种将社交媒体融入本科学习，以及C世代的态度和心态，他们经常在网上创建和发布博客，播客和视频，改变了传统的学习方法和学生/教师关系。为了衡量这一点，二年级的医学和放射治疗专业的学生（n=73）进行了调查，关于他们使用在线社交媒体与解剖学学习。绝大多数学生使用基于网络的平台来获取信息，78%的学生使用YouTube作为与解剖学相关的视频剪辑的主要来源。这些研究结果表明，学术解剖学社区可能会发现在解剖学课程中将社交媒体整合到混合学习方法中的价值。这将确保与YouTube一代学生的持续联系，同时也允许对使用来源不明的在线视频剪辑进行学术和道德监督。(C)2015年美国解剖学家协会
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 "Generation Connected" (Gen C), offers new possibilities for anatomy education. Gen C, which consists of 80% Millennials, actively interact 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 Gen C, who routinely creates and publishes blogs, podcasts, and videos online, 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 may find value in the integration of 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. (C) 2015 American Association of Anatomists.