![]() Nonetheless, new and exciting applications for social media in medical education and in particular radiology have continued to advance beyond the confines of these social media staples. To date, most of this discussion has primarily revolved around Twitter, Facebook, YouTube, and Instagram. The integration of social media into academic radiology continues to develop and has gained much traction as a dynamic tool for medical education in recent years. It is therefore fitting that social media has a part in the evolution of radiology, specifically as it pertains to the academic community. Shaping and sharing content fluidly in a specialty like radiology, which communicates with others through imaging, are reflexive. The daily usage of these items has created a high comfort level with smartphone technology and with social networking applications, facilitating its integration into graduate medical education. Continued improvement in device technology and ready access to wireless Internet can allow for constant access to high-resolution radiologic images for educational purposes for radiology trainees. Throughout the hospital, the usage of mobile devices for the betterment of healthcare is ubiquitous. Collaborative efforts and learning at a distance have gained increased attention in the radiologic community. It is only natural that the technologically bound craft of radiology continues to push this medium in innovative ways beyond what is currently known. Social media is becoming a well-established educational tool in the field of medicine. Interaction is crucial and is the basis of all social media platforms. ![]() This is underscored by new challenges to educators that the COVID-19 pandemic has presented. This pilot study suggests that Snapchat may have a role in the digital radiologic classroom’s evolution.Īdaptation to altered curricular landscapes through innovative teaching methods and connectivity with students is critical in education. Radiology residents interpreting emergency cases via Snapchat showed higher accuracy compared with using a traditional classroom screen. Performance on Snapchat was statistically, significantly better than via projector during weeks 1 and 3 ( p values 0.0019 and 0.0031). ResultsĪll residents performed better on Snapchat each week. Performance was scored 0–2 (0 = complete miss, 1 = major finding, but missed the diagnosis, 2 = correct diagnosis) by two attending radiologists in consensus. All images depicted diagnoses requiring immediate communication to ordering physicians. Seven radiology residents (4 juniors, 3 seniors 4 males, 3 females 28.4 years old, ± 1.7 years) were shown 5 emergent radiologic cases using Snapchat and 5 cases of similar content and duration on a classroom projector over 4 weeks. To evaluate Snapchat, an image-based social media platform, as a tool for emergency radiologic didactics comparing image interpretation on mobile devices with conventional analysis on a classroom screen.
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