TY - JOUR
T1 - #SurgEdVidz
T2 - Using Social Media to Create a Supplemental Video-Based Surgery Didactic Curriculum
AU - Cassidy, Douglas J.
AU - Mullen, John T.
AU - Gee, Denise W.
AU - Joshi, Amit R.T.
AU - Klingensmith, Mary E.
AU - Petrusa, Emil
AU - Phitayakorn, Roy
N1 - Funding Information:
Special thanks to my colleagues Dan Hashimoto (@Laparoscopes), Sophia McKinley (@SophiaKMcKinley), and Zhi Ven Fong (@ZhiVenFongMD) who helped popularize this initiative through their Twitter accounts via likes and retweets. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Authors' contributions: D.J.C. was directly involved in the design and creation of the video content, the collection of data, analysis and interpretation of data, writing the manuscript, and approving the final version for submission. E.P. was involved in the design of the study, analysis and interpretation of data, providing revisions, and approval of the final manuscript. J.T.M. R.P. and D.W.G. were directly involved in the oversight of the project as well as providing critical revisions and approval of the final manuscript for submission. A.R.T.J. and M.E.K. were involved with the integration of the videos with the SCORE curriculum as well as providing critical revisions and approval of the final manuscript for submission.
Publisher Copyright:
© 2020 Elsevier Inc.
PY - 2020/12
Y1 - 2020/12
N2 - Background: A general surgery resident may have competing clinical responsibilities that limit the ability to participate in educational didactics. Social media is an alternative delivery method for educational content that can be viewed at a resident's convenience. We sought to assess the feasibility of using social media to provide educational content for surgical residents. Materials and methods: We created a novel, supplemental surgical curriculum consisting of two-minute videos based on the This Week in SCORE modules. Videos were posted to Twitter weekly, indexed with the #SurgEdVidz hashtag and uploaded to YouTube to create a catalog of videos. Twitter and YouTube analytics were used to calculate public viewership and impact. Results: A total of 43 videos were disseminated between January 30, 2019 and January 31, 2020. An average of 6.9 h (SD: 1.4; range: 5.0-10.0) was required to generate each video, including 1.5 h (SD: 0.6; range: 0-2.0) for content review and 5.4 h (SD: 1.1; range: 4.0-8.0) for video production. Between the two platforms, videos generated a total of 51,313 views with an average of 1193 views (SD: 715; range: 412-4096) per video. Account followers are geographically distributed across 28 states, 28 countries, and six continents. Conclusions: Social media can serve as an effective tool for the distribution of surgical educational content. Twitter, in conjunction with YouTube, allows for rapid dissemination of didactic content packaged into brief videos that is flexible in viewership with low time commitment. Social media offers visibility and engagement beyond the classroom without geographical or temporal borders.
AB - Background: A general surgery resident may have competing clinical responsibilities that limit the ability to participate in educational didactics. Social media is an alternative delivery method for educational content that can be viewed at a resident's convenience. We sought to assess the feasibility of using social media to provide educational content for surgical residents. Materials and methods: We created a novel, supplemental surgical curriculum consisting of two-minute videos based on the This Week in SCORE modules. Videos were posted to Twitter weekly, indexed with the #SurgEdVidz hashtag and uploaded to YouTube to create a catalog of videos. Twitter and YouTube analytics were used to calculate public viewership and impact. Results: A total of 43 videos were disseminated between January 30, 2019 and January 31, 2020. An average of 6.9 h (SD: 1.4; range: 5.0-10.0) was required to generate each video, including 1.5 h (SD: 0.6; range: 0-2.0) for content review and 5.4 h (SD: 1.1; range: 4.0-8.0) for video production. Between the two platforms, videos generated a total of 51,313 views with an average of 1193 views (SD: 715; range: 412-4096) per video. Account followers are geographically distributed across 28 states, 28 countries, and six continents. Conclusions: Social media can serve as an effective tool for the distribution of surgical educational content. Twitter, in conjunction with YouTube, allows for rapid dissemination of didactic content packaged into brief videos that is flexible in viewership with low time commitment. Social media offers visibility and engagement beyond the classroom without geographical or temporal borders.
KW - Social media
KW - Twitter
KW - Video-based education
KW - YouTube
UR - http://www.scopus.com/inward/record.url?scp=85085134729&partnerID=8YFLogxK
U2 - 10.1016/j.jss.2020.04.004
DO - 10.1016/j.jss.2020.04.004
M3 - Article
C2 - 32418641
AN - SCOPUS:85085134729
SN - 0022-4804
VL - 256
SP - 680
EP - 686
JO - Journal of Surgical Research
JF - Journal of Surgical Research
ER -