Abstract

Social Media has changed the way that individuals interact with each other ‐ it has brought considerable benefits, yet also some challenges. Social media in anatomy has enabled anatomists all over the world to engage, interact and form new collaborations that otherwise would not have been possible. In a relatively small discipline where individuals may be working as the only anatomist in an institution, having such a virtual community can be important. Social media is also being used as a means for anatomists to communicate with the current generation of students as well as members of the public. Posting appropriate content is one of the challenges raised by social media use in anatomy. Human cadaveric material is frequently shared on social media and there is divided opinion among anatomists on whether or not such content is appropriate. This article explores the uses and challenges of social media use in the field of anatomy and outlines guidelines on how social media can be used by anatomists globally, while maintaining professional and ethical standards. Creating global guidelines has shown to be difficult due to the differences in international law for the use of human tissue and also the irregularities in acquiring informed consent for capturing and sharing cadaveric images. These nuances may explain why cadaveric images are frequently shared on social media. This article proposes that as standard practice, anatomists obtain informed consent from donors before sharing images of cadaveric material on social media and ensure posts include a statement stating the same.

Highlights

  • Over the past fifteen years, the rise of social media has radically changed how students and educators source, disseminate and communicate information with each other over

  • The following seven common themes and subthemes were identified from the guidance documents: 1. Social media use is encouraged since it is advantageous for promoting anatomical science and facilitating communication within the anatomy community

  • Informed consent must be received before any confidential information or intellectual property owned by colleagues is posted on social media

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Summary

Introduction

Over the past fifteen years, the rise of social media has radically changed how students and educators source, disseminate and communicate information with each other over. The reasons to use social media vary but some of the most popular reasons are surrounding social media enabling three distinct but interacting functions to occur instantaneously: sourcing of information, dissemination of information and communication (Statista, 2019). When considering these within higher education they raise a number of challenges for educators to consider including a lack of control for students sourcing correct and relevant content versus fake news or inaccurate information (Allcott et al, 2019). Social media use has been identified as being associated with an increase in mental health

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