Social Media Learning by Medical Students; Credibility Evaluation and The Role of Educators

Abstract

Access to learning content on social media is expanding as users share information and institutions improve their presence. There is a gap between frequency of use by current medical students (millennials) and their educators. This study investigated these gaps and probed credibility evaluation criteria of students and the roles they expect their educators to play on social media. The Technology Acceptance Model (TAM) was used as theoretical framework for the formulation of hypotheses and research questions. Using a survey of 112 Ghanaian medical students the study measured frequency of use, perceived ease of use and perceived usefulness of social
media for learning. The criteria used by medical students to evaluate the credibility of learning content and the role they expect
their educators to play on social media were ranked. Firstly, results from multiple linear regressions supported the influence of perceived ease of use and perceived usefulness on frequency of social media use for learning. Secondly, ranking of criteria used by
students to evaluate the credibility of social media learning content revealed the importance of easy access, detailed information and verifiable sources. Thirdly, it was observed that medical students expect educators to play a more active role on social media by developing content and guiding student use.