VOLUME 33, ISSUE 2

If there is anything this past year has taught us, it is that we are just now tapping into the potential influences technology and social media can have on graduate medical education (GME). In our previous articles we discussed generational theory, motivation of millennial learners, and the best teaching methods for millennial learners. In this article, we will focus on social media and its use in mentoring, GME, and recruitment into training programs.

Social media is any form of electronic communication through which people form online communities to share information, ideas, and personal messages. An estimated 2.65 billion people use social media worldwide and about 70% of these users reside in North America¹. This lofty number does not exclude medical professionals. Ninety-four percent of medical students have social media accounts and an estimated 79% of residents are active on social media¹. Social media use is higher among trainees but is gaining popularity with faculty for both personal and professional use. The American Society of Anesthesiologists is using online communities to allow members to connect and share ideas and resources. In fact, social media platforms are emerging as a novel learning tool for continuing education in all specialties².

There are numerous reasons why social media is an asset to GME. To begin with, social media’s omnipresence can be advantageous for residents and fellows who have restricted duty hours¹. Educational materials on video platforms (YouTube) or microblogs (Twitter) or Microsoft Teams can be accessed during free time. Furthermore, these platforms allow users to comment or “like” posts providing a sense of connectivity in a field that can be seen, at times, as isolating¹. Other aspects of social media that are beneficial to education is that it is free and portable. This offsets the financial burden to residency programs as well as individuals. Moreover, PGY-1 residents who have not started anesthesia can access education materials and “get a head start” in anesthesia studies. Offsite residents and fellows also have access to educational materials posted on social media or collaborative platforms such as Microsoft Teams.

Social media also offers a unique way to establish mentoring at outside institutions. Platforms such Twitter and Instagram can decrease the sense of hierarchy that exists in medicine³. Social media places individuals on a more even playing field. Residents and fellows can connect to faculty at various academic rank with ease and less intimidation. Moreover, for those who are in underrepresented groups in medicine, social media offers a way for them to find mentorship that may be lacking at their own institution³. These connections foster opportunities for research collaboration, leadership, and jobs.

Throughout the COVID pandemic, social media use allowed online educational discussions among trainees and faculty during social distancing restrictions. Face-to-face lectures transitioned to “virtual grand rounds” and homes were converted to classrooms. Use of social media has skyrocketed with numerous creative ways to engage learners and supplement the traditional classroom. For example, placing links to quizzes in chat discussions provide motivational competition for learners². Live tweeting during conferences allows learners and faculty to highlight key points and continue the conversation with a broader audiance¹. Links to podcasts and instructional videos supplement lectures and enrich problem-based learning discussions during scheduled didactic sessions.

Journal clubs can also be revamped for millennial learners by dividing residents and fellows into small groups using channels on platforms such as Microsoft Teams. Groups can collaborate online to search medical literature for the best journal article to present in a larger group format. This allows a broader evaluation of the clinical question, increases the number of articles read by participants, and fosters team building⁴. Hosting the journal club on open platforms like Twitter, Facebook, or Instagram can further enrich the discussion.

Resident and fellow recruitment will never be the same after the fully virtual interview season of 2020. Social media offered a fast and low-cost way for program directors to establish an online presence, highlight their curriculum, and provide a window into the culture and atmosphere of their program⁵. Many programs offered virtual open houses prior to interview season. Topics for sessions can be focused on special interests to reach applicants with various backgrounds.

We would be remiss if we did not at least mention some of things to watch out for when incorporating social media into GME. Material posted is inherently not peer reviewed. Someone must be given moderating capabilities and designated to oversee the appropriateness of posts and avoid copyright infringements by group members. When discussing cases in online forums, care must be taken to not violate the 1996 Health Insurance Portability and Accountability Act. Similarly, all users should review their own institutional guidelines for social media use prior to participating². Millennial learners already have a vast amount of information at their fingertips⁵ and adding educational platforms on various social media sites could further overwhelm them. Lastly, more research is needed to evaluate the learning effect of social media and to guide program directors in implementing it into graduate medical education⁵.

What we do know is that social media is a highly rated tool that provides innovative ways to connect residents, fellows, and faculty from various backgrounds and geographical locations^2,5. The benefits social media offers to GME are just now being realized. It’s an exciting time to be a learner or an educator!

1. Kumar, Amanda H., et al. “The Future of Education in Anesthesiology Is Social.” International Anesthesiology Clinics, Publish Ahead of Print, 2020, doi:10.1097/aia.0000000000000287.
2. Ko, Lauren N., et al. “Incorporating social media into dermatologic education.” Dermatology Online Journal, vol. 23, no 10, 2017, p.2.
3. McLuckey, Morgan N., et al. “Harnessing the Power of Medical Twitter for Mentorship.” Journal of Graduate Medical Education, vol. 12, no. 5, 2020, pp. 535–538., doi:10.4300/jgme-d-20-00549.1.
4. Rodriguez, Rechell G., et al. “Revamping journal club for the millennial learner.” Journal of Graduate Medical Education. June 2017. doi:10.4300/jgme-d-16-00667.1.
5. Sterling, Madeline, et al., “The use of social media in graduate medical education: a systemic review.” Academic Medicine, vol. 92, no. 7, 2017, pp. 1043-1056. Doi:10.1097/ACM.0000000000001617.