ERIC Number: EJ1139673
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Medical Student Use of Facebook to Support Preparation for Anatomy Assessments
Pickering, James D.; Bickerdike, Suzanne R.
Anatomical Sciences Education, v10 n3 p205-214 May-Jun 2017
The use of Facebook to support students is an emerging area of educational research. This study explored how a Facebook Page could support Year 2 medical (MBChB) students in preparation for summative anatomy assessments and alleviate test anxiety. Overall, Facebook analytics revealed that in total 49 (19.8% of entire cohort) students posted a comment in preparation for either the first (33 students) or second (34) summative anatomy assessments. 18 students commented in preparation for both. In total, 155 comments were posted, with 83 for the first and 72 for the second. Of the 83 comments, 45 related to checking anatomical information, 30 were requiring assessment information and 8 wanted general course information. For the second assessment this was 52, 14 and 6, respectively. Student perceptions on usage, and impact on learning and assessment preparation were obtained via a five-point Likert-style questionnaire, with 119 students confirming they accessed the Page. Generally, students believed the Page was an effective way to support their learning, and provided information which supported their preparation with increases in perceived confidence and reductions in anxiety. There was no difference between gender, except for males who appeared to be significantly less likely to ask a question as they may be perceived to lack knowledge (P < 0.05). This study suggests that Facebook can play an important role in supporting students in preparation for anatomy assessments.
Descriptors: Social Media, Educational Technology, Technology Uses in Education, Medical Students, Anatomy, Test Anxiety, Summative Evaluation, Student Attitudes, Likert Scales, Questionnaires
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
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