Assisting the integration of social media in problem-based learning sessions in the Faculty of Medicine at King Abdulaziz University

Abstract

Purpose: Issues related to traditional Problem-Based Learning (PBL) at King Abdulaziz University Faculty of Medicine (KAU-FOM), including lack of student interaction between sessions and outdated instructional materials have led to the examining the use of social media. This study examines factors affecting the implementation of social media into PBL sessions

Methods: Mentored social media activities were incorporated between PBL sessions to third year medical students. Ground rules were set, and students were kept on track with learning objectives and authentic references. An online survey consisting of 18 questions were administered to measure the impact of the social media model embedded between PBL sessions.

Results: Feedback showed major improvements in students’ learning process as well as identifying areas for improvement. The highest ratings were in participation and communication, knowledge and information gathering, and cooperation and team-building.

Conclusions: This paper indicates that incorporating social media could facilitate learning between PBL sessions. Furthermore, guidelines are proposed to help educators implement a social media model into their PBL sessions.

Glossary

PBL: Problem-Based Learning.

Social media: Forms of electronic communication (as Web sites for social networking and microblogging) through which users create online communities to share information, ideas, personal messages, and other content (as videos).

WEB 2.0: A second generation in the development of the World Wide Web, conceived as a combination of concepts, trends, and technologies that focus on user collaboration, sharing of user-generated content, and social networking.

Learner: A person who is learning; student; pupil; apprentice; trainee.

Active learning: Active learning is an approach that places responsibility of learning on the learner. Students may be required to participate in activities, apply their knowledge, seek solutions to problems, and to reflect on their experience

Assessment: A system of evaluation of professional accomplishments using defined criteria and usually including an attempt at measurement either by grading on a rough scale or by assigning numerical value. The purpose of assessment in an educational context is to make a judgment about the level of skills or knowledge, to measure improvement over time, to evaluate strengths and weaknesses, to rank students for selection or exclusion, or to motivate. Assessment should be as objective and reproducible as possible. A reliable test should produce the same or similar scores on two or more occasions or if given by two or more assessors. The validity of a test is determined by the extent to which it measures whatever it sets out to measure.

Facilitator: Develop real-world, complex, and open-ended problems such as might be faced in the workplace or daily life. Have the role of making sure students are staying on track and finding the resources they need. Raise questions to student groups that deepen the connections they make among concepts. Strike a balance between providing direct guidance and encouraging self-directed learning.

Acknowledgements

We also appreciate the contribution of the students in King Abdulaziz University to this paper.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Funding

Zuhier Awan appreciates the scholarship opportunity given by the faculty of medicine at King Abdulaziz University to pursue a master a degree in Medical Education offered by University of Illinois at Chicago. The Saudi Supplement on Medical Education is sponsored and supported by Al Imam Mohammed Ibn Saud Islamic University.

Notes on contributors

Zuhier A. Awan

Zuhier A. Awan, MD, MSc, PhD, FRCPC, Assistant Professor and Consultant, Faculty of Medicine, KAU, Vice Dean of Graduate Studies and Scientific Research, Faculty of Pharmacy, KAU. He conceptualized and designed the study, acquired and interpreted the data, drafted the initial manuscript, revised the manuscript, and approved the final manuscript.

Almuatazbellah A. Awan

Almuatazbellah A. Awan, MSc, is a Researcher and a Biostatistician. He received his Master’s in Mathematics and Statistics from the University of Central Florida. He conceptualized and designed the study, acquired and interpreted the data, drafted the initial manuscript, revised the manuscript, and approved the final manuscript.

Lana Alshawwa

Lana A. Alshawwa, MSc, PhD, is an Associate Professor of Medical Education, Faculty of Medicine. She holds a Master’s in Preventative Dentistry, a PhD in Higher Education Administration, both from Indiana University. She conceptualized and designed the study, drafted the initial manuscript, revised the manuscript, and approved the final manuscript.

Ara Tekian

Ara Tekian, PhD, MHPE, is Professor and the Director of International Programs at DME, and the Associate Dean for the International Affairs at the College of Medicine, UIC. He is an internationally recognized scholar and leader in health professions education. He contributed to conceptualization and revision of the manuscript.

Yoon Soo Park

Yoon Soo Park, PhD, is an Assistant Professor in the Department of Medical Education at the College of Medicine, UIC. He holds a Ph.D. in Measurement, Evaluation, and Statistics from Columbia University. Park contributed to conceptualization and revision of the manuscript.