Abstract
Purpose The study is aimed at exploring the popularity, impact, and usefulness of using YouTube in learning anatomy as perceived by Jordanian medical students studying at Jordan University of Science and Technology. Methods The present work is a cross-sectional questionnaire-based study. First-, second-, and third-year medical students were invited to complete an anonymous questionnaire. Students' responses were numerically coded, and the results were analyzed to reveal any statistically significant differences related to gender or level of study. Results The results showed that 96.4% of the students used YouTube in general, 91.2% used it as a source of information, and 83.9% used YouTube as a learning tool in medical school. Further, YouTube was used by 79.1% of the students as an anatomy-learning tool. Most of these students used this platform in learning gross anatomy. The study also revealed that dissection videos were the most viewed anatomy-related content. Regarding the perceived value of YouTube as an anatomy-learning tool, the majority of the students reported that YouTube offered them useful anatomical information and enhanced their understanding, memorization, and recall of anatomical information. In addition, most of them recommended using YouTube as an anatomy-learning tool. Statistical analysis of the results revealed the presence of gender-related significant differences in students' perspectives. Such differences were also found among students of different levels of study. Conclusion Medical students have positive attitudes toward using YouTube in augmenting their anatomy learning. For this, educators are encouraged to adopt YouTube as an educational tool in their anatomy instruction and to create new anatomy-related YouTube videos to enhance their students' learning.
Highlights
As a science that studies the structure of the human body, anatomy is considered a keystone in medical education
Utilization of computer- and web-assisted techniques in teaching these digital native students represents a quantum leap in anatomy education
The results revealed the presence of significant differences in general, informational, and medical- and anatomy- related educational use of YouTube among students of different levels of study
Summary
As a science that studies the structure of the human body, anatomy is considered a keystone in medical education. It stands to reason that medical students should have a solid anatomical knowledge of the body they will be dealing with in their future medical practice Such anatomical knowledge is fundamental for physical examination, symptom interpretation, surgical procedures, and dealing with sophisticated imaging techniques used for three-dimensional visualization [1, 2]. Students of the “Net Generation,” “YouTube Generation,” “ Generation Connected”, “Millennials,” or “Digital natives,” as they are termed, have their own attitudes, expectations, and learning styles [3,4,5,6]. Accommodating these learning styles and preferences is central for achieving an optimal educational outcome. Utilization of computer- and web-assisted techniques in teaching these digital native students represents a quantum leap in anatomy education
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