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#Innovation – Using Twitter to Increase Interactivity in the Classroom

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#Innovation Using Twitter to Increase Interactivity in the Classroom Matthew Boyle M.D., Nikola Grujich M.D., FRCPC

GOAL
To determine if the use of a live Twitter account during and after six hours of didactic lectures on mood and anxiety disorders would allow for increased interactivity among second year medical students at the University of Toronto.
BACKGROUND
Recent studies show that students in health professions prefer online media as their primary source of information.
Incorporating social media into educational environments increases student learning and collaboration.
Research shows that students who are actively involved in a learning activity will learn more than students who are passive recipients.
Twitter can aid in curriculum delivery due to its ability to promote interactive learning.
INTERACTIVE LEARNING CHALLENGES
Interactivity is limited by the time constraints of a 50 minute lecture and the need for students to ask questions on camera in front of a large group of their peers.
HOW DID WE USE TWITTER?
We created a new Twitter account in December 2013 (@PsychiatryMMMD) for the six hour mood and anxiety lectures given to second year medical students.
One facilitator was delivering a lecture in standard didactic format, the other facilitator was on Twitter and actively responded to students questions, facilitated discussion, and clarified salient lecture topics in real time.
Twitter was monitored after lectures were completed and questions answered until their exam the following week.
RESULTS
Number of Tweets Sent and Twitter Followers
Tweets: Was Twitter helpful? Should we bring it back?
IMPACT
Twitter can be an effective tool to engage students and increase interactivity during large group presentations.
LIMITATIONS
Formal feedback from entire class not available at time of poster creation.
Live tweeting during lecture requires two facilitators which could be barrier to implementation in other lectures.
Not all students have access to Twitter.
Twitter does not allow for easy communication of long complex messages.
FUTURE DIRECTIONS
Consider further integration of Twitter and social media in the classroom to help facilitate more interactive learning.
Twitter and social media as a tool to create more integration throughout all years of undergraduate psychiatry training.
Use of Twitter to disseminate educational content to learners.
Educating residents and faculty on potential use of Twitter in medical education
REFERENCES
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2.Bahner DP, Adkins E, Patel N, Donley C, Nagel R, Kman NE. How we use social media to supplement a novel curriculum in medical education. Med Teach. 2012;34(6):439-44.
3.Steinert Y, Snell LS. Interactive lecturing: strategies for increasing participation in large group presentations. Medical Teacher. 1999; 21(1): 37-42.
4.Greene J. Social media and physician learning: is it all twitter? Ann Emerg Med. 2013 Nov;62(5):11A-13A.
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6.McAndrew M, Johnston AE. The role of social media in dental education. J Dent Educ. 2012 Nov;76(11):1474-81. Review.
7.Junco R, Heiberger G, Loken E. The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning. 2011;27: 119-132.
8.Cartledge P, Miller M, Phillips B. The use of social-networking sites in medical education. Med Teach. 2013 Oct;35(10):847-57.
9.Forgie SE, Duff JP, Ross S. Twelve tips for using Twitter as a learning tool in medical education. Med Teach. 2013;35(1):8-14.
10.Unknown. Twitter Usage. Twitter. Retrieved February 22, 2014, from https://about.twitter.com/company.
ACKNOWLEDGEMENTS
We would like to thank the current 2013-2014 second year medical student class for their participation and enthusiasm during the MMMD block teaching.

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