ANATOMİ EĞİTİMİNDE SOSYAL MEDYA; BİBLİYOMETRİK ANALİZ

Year 2020, Volume: 6 Issue: 3, 541 - 550, 30.12.2020

Danış Aygün , Volkan Zeybek

Abstract

Üniversite öğrencileri tarafından sosyal medyanın özellikle pandemi süreçlerinde öğrenim için kullanımı artmaktadır. Bu artışa bağlı olarak da anatomi başta olmak üzere temel bilimler dersleri sosyal medya üzerinden daha etkin verilebilir. Bu çalışmanın amacı da sosyal medya ile anatominin bibliyografik analizinin yapılmasıdır. Çalışmamızda veriler Web of Science (WOS) veri tabanı üzerinde WoS sisteminde arama kısmına gerekli kelimeler yazılarak arama yapılarak elde edilmiştir. Sosyal medya kullanımının kuşaklar arasındaki farklılıkları daha iyi anlamak için daha deneysel çalışmaların yönlendirilmesi gerekmektedir. Sosyal medya, anatomi eğitimcilerini, öğrencileri yeni bir yöntemle meşgul etme konusunda güçlendirir. Anatomi eğitimi için sosyal medyadan en iyi şekilde nasıl yararlanılacağını anlamak ve geliştirmek için önemli sayıda olağanüstü çalışma var. Sonuç olarak sosyal medyanın her alanda kullanımının arttığı gibi sağlık eğitimi alanında eğitimlerde de kullanımının arttığı, yapılan çalışmaların da bazı ülkelerde arttığı görülmektedir. Anatomi eğitimi alan ve alacak olan öğrencilerin sosyal medya kullanımına bağlı olarak videoların denetimli bir şekilde yüklenmesi de gerekmektedir.

Keywords

Anatomi eğitimi, sosyal medya, bibliyometrik analiz

SOCIAL MEDIA IN ANATOMY EDUCATION; BIBLIOMETRIC ANALYSIS

Abstract

During pandemic processes the use of social media by university students for education is increasing, Depending on this increase, anatomy can be given more effectively on social media. The aim of this study is anatomy education with social media by using bibliographic analysis programmes. In this study, datas were obtained by searching the Web of science (WOS) database system by typing the necessary words in the search section. To understand the differences in social media use between generations more studies need. Social media empowers anatomy teachers to engage students in a new education method. There is a significant amount of outstanding work to understand and improve social media for anatomy education. It is seen that, the use of social media in every field has increased, as well as in the field of health education. As a result the number of studies conducted has increased too, in some countries. Depending on the use of social media by medical students, videos should be uploaded in a controlled manner.

Keywords

Anatomy education, social media, bibliometric analyse

References

• 1. Hu, M., D. Wattchow, and D. de Fontgalland, From ancient to avant‐garde: a review of traditional and modern multimodal approaches to surgical anatomy education. ANZ journal of surgery, 2018. 88(3): p. 146-151.
• 2. Estai, M. and S. Bunt, Best teaching practices in anatomy education: A critical review. Annals of Anatomy-Anatomischer Anzeiger, 2016. 208: p. 151-157.
• 3. Craig, S., et al., Review of anatomy education in Australian and New Zealand medical schools. ANZ journal of surgery, 2010. 80(4): p. 212-216.
• 4. Johnson, E.O., A.V. Charchanti, and T.G. Troupis, Modernization of an anatomy class: From conceptualization to implementation. A case for integrated multimodal–multidisciplinary teaching. Anatomical sciences education, 2012. 5(6): p. 354-366.
• 5. Hinduja, K., R. Samuel, and S. Mitchell, Problem-based learning: is anatomy a casualty? The surgeon, 2005. 3(2): p. 84-88.
• 6. Dettmer, S., et al., Teaching surgery, radiology and anatomy together: the mix enhances motivation and comprehension. Surgical and radiologic anatomy, 2010. 32(8): p. 791-795.
• 7. Grajales III, F.J., et al., Social media: a review and tutorial of applications in medicine and health care. Journal of medical Internet research, 2014. 16(2): p. e13.
• 8. Morgan, E.M., C. Snelson, and P. Elison-Bowers, Image and video disclosure of substance use on social media websites. Computers in Human Behavior, 2010. 26(6): p. 1405-1411.
• 9. Groth, G.G., L.M. Longo, and J.L. Martin, Social media and college student risk behaviors: A mini-review. Addictive behaviors, 2017. 65: p. 87-91.
• 10. Douglas, F. and N. Silvey, Twitter journal club. URL: http://www. twitjc. com/[accessed 2013-10-27][WebCite Cache], 2013.
• 11. Sutherland, S. and A. Jalali, Social media as an open-learning resource in medical education: current perspectives. Advances in medical education and practice, 2017. 8: p. 369.
• 12. Barry, D.S., et al., Anatomy education for the YouTube generation. Anatomical sciences education, 2016. 9(1): p. 90-96.
• 13. Hu, Y., et al., A bibliometric analysis and visualization of medical data mining research. Medicine, 2020. 99(22): p. e20338.
• 14. Border, S., C.M. Hennessy, and J.D. Pickering, The rapidly changing landscape of student social media use in anatomy education. Anatomical sciences education, 2019. 12(5): p. 577-579.
• 15. Byrnes, K.G., et al., Communication, collaboration and contagion:“Virtualisation” of anatomy during COVID‐19. Clinical Anatomy, 2020.
• 16. Lewis, T.L., Social media and student engagement in anatomy education. Anatomical sciences education, 2017. 10(5): p. 508-508.
• 17. Chretien, K.C., J. Azar, and T. Kind, Physicians on twitter. Jama-Journal of the American Medical Association, 2011. 305(6).