Conventional Teaching Research Articles

Integration of 3D printing and case-based learning in clinical practice for the treatment of developmental dysplasia of the hip

BackgroundCase-based learning (CBL) utilizing three-dimensional (3D) printed hip joint models is a problem-solving teaching method that combines the tactile and visual advantages of 3D-printed models with CBL. This study aims to investigate the impact of integrating 3D printing with CBL on learning developmental dysplasia of the hip (DDH).MethodsWe conducted a prospective study from 2022 to 2023, including 120 fourth-year clinical medical students at Xuzhou Medical University. Students were randomly allocated into two groups of 60 participants each. The CBL group received conventional CBL teaching methods, while the 3D + CBL group utilized 3D-printed models in conjunction with CBL. Post-teaching, we analyzed and compared the theoretical and practical achievements of both groups. A questionnaire was designed to assess the impact of the educational approach on orthopedic surgery learning.ResultsThe theory scores of the CBL group (62.88 ± 7.98) and 3D + CBL group (66.35 ± 8.85) were significantly different (t = 2.254, P = 0.026); the practical skills scores of the CBL group (57.40 ± 8.80) and 3D + CBL group (63.42 ± 11.14) were significantly different (t = 3.283, P = 0.001). The questionnaire results showed that the 3D + CBL group was greater than the CBL group in terms of hip fundamentals, ability to diagnose cases and plan treatments, interesting teaching content, willingness to communicate with the instructor and satisfaction.ConclusionsThe integration of 3D printing with case-based learning has yielded positive outcomes in teaching DDH, providing valuable insights into the use of 3D-printed orthopedic models in clinical education.

An augmented reality‐facilitated question‐prompt‐interaction‐evaluation approach to fostering students' case‐handling competence in technical and vocational education

AbstractBackgroundCultivating students' problem‐solving knowledge and skills in the workspace has been regarded as a primary goal in technical and vocational education. To this end, students are usually guided to complete the learning of workspace knowledge and skills by following the question, prompt, interaction and evaluation (QPIE) procedure.ObjectiveIn conventional instruction, when teachers present questions of real cases to students, most of the class time is spent on the demonstration of relevant techniques and prompts. Meanwhile, trainers in conventional classrooms often have to guide multiple students simultaneously, making it challenging to provide individual guidance. Therefore, the present study proposed an AR (Augmented Reality)‐based QPIE training mode.MethodTo show the effectiveness of the proposed mode, this study recruited two classes of students from a technological university as the participants, and conducted an experiment using a unit of a professional training course. One class of 22 learners adopted the AR‐QPIE training mode, while the other class of 22 learners used the conventional QPIE (C‐QPIE) training mode.Results and ConclusionsThe results revealed that the AR‐QPIE training mode enhanced learners' learning achievement, self‐confidence, and several dimensions of learning perceptions more than the C‐QPIE training mode. Besides, in terms of the evaluation of case‐handling performance, the AR‐QPIE training mode could also significantly enhance learners' memory, comprehension, judgement, and calculation abilities in comparison with the C‐QPIE training mode. Yet, no significant differences in the application abilities could be found between the two groups. The proposed training mode of this study could train learners' case‐handling performance, and improve their self‐confidence in the workspace.

How to improve medical students’ ECG interpretation skills ? Multicenter survey and results of a comparative study evaluating a new educational approach

BackgroundLearning to interpret electrocardiograms (ECGs) is a crucial objective in medical education. Despite its importance, errors in ECGs interpretation are common, and the optimal teaching methods have not yet been clearly established.ObjectivesTo evaluate students’ confidence in ECGs analysis and their opinion on current teaching methods, and to assess the effectiveness of a new ECG educational approach.MethodsFirst, we conducted a survey on ECG learning among fourth to sixth-year medical students. Second, a 5-week multicenter comparative study was conducted with fourth-year medical students during their cardiology internship. Two different teaching methods were used, assigned by center. The first group participated in 5-minutes workshops 4 times a week using a “reversed classroom” method, supervised by a cardiologist, where students took turns selecting, presenting and discussing ECGs. The control group attended a single 2-hour face-to-face ECG course. All participants completed a 30-minute ECGs analysis test at baseline and after 5 weeks.ResultsOut of 401 survey respondents, the confidence levels in ECG interpretation were 3/5 (IQR 2–3) for routine situations and 2/5 (IQR 1–3) for emergency situations. Satisfaction with ECG teaching was low (2/5, IQR 1–3) and 96.3% of respondents favored more extensive ECG training. In the comparative study, 52 students from 3 medical schools were enrolled (control group: n = 27; workshop group: n = 25). Both groups showed significant improvement in exam scores from baseline to 5-week (33/100 ± 12/100 to 44/100 ± 12/100, p < 0.0001 for the control group and 36/100 ± 13/100 to 62/100 ± 12/100, p < 0.0001 for the workshop group). The improvement was significantly greater in the workshop group compared to the control group (+ 26 ± 11 vs. + 11 ± 6, p < 0.001).ConclusionsAmong French medical students who initially reported low confidence and insufficient skills in ECG interpretation, the workshop approach using a “reversed classroom” method was found to be more effective than conventional lecture-based teaching during cardiology internship.Graphical abstract

EFEKTIVITAS BLENDED LEARNING TIPE FLIPPED CLASSROOM TERHADAP KEMAMPUAN PEMAHAMAN MATEMATIS SISWA SMP

This study aims to measure the effectiveness of the flipped classroom blended learning model on the mathematical understanding abilities of junior high school students. The research adopts a quantitative approach with a quasi-experimental design involving two classes at SMPN 3 Karawang Barat. Class VIII-B, serving as the experimental group, received instruction using the flipped classroom model, while class VIII-A, serving as the control group, was taught using conventional teaching methods. Data were collected through pretests and posttests that measured the students' mathematical understanding abilities. The results indicated a significant improvement in the mathematical understanding abilities of the students in the flipped classroom model compared to those in the conventional teaching methods. This conclusion was derived from data analysis using the t-test, which showed a significant difference between the students who were taught using the flipped classroom model and those who were taught using conventional methods in terms of their improvement in mathematical understanding abilities. Further analysis using N-gain and effect size tests was conducted, This study concludes that the flipped classroom blended learning model can be an effective alternative to enhance the mathematical understanding abilities of junior high school students.

Unleashing the Power of Engage Virtual Reality Learning App: A Syntactic Complexity Boost in Intermediate EFL Students' Oral Performance

Abstract In light of the growing enthusiasm in harnessing virtual reality (VR) for educational purposes, this study explores the effectiveness of integrating the Engage Virtual Reality Learning App to enhance the syntactic complexity of oral performances among intermediate EFL students. A cohort of thirty intermediate EFL students was enlisted, divided into an experimental group of 15 and a control group of 15. Initially, the groups underwent a homogeneity assessment utilizing the Preliminary English Test (PET). During the intervention phase, the experimental group utilized the Engage Virtual Reality Learning App for speaking practice, while the comparison group received conventional instruction devoid of VR-based components. The analysis employed descriptive statistics for mean scores and standard deviations, supplemented by a one-way ANCOVA analysis to examine group performance and evaluate the impact of the treatment. The results unveiled a significant enhancement in the oral proficiency of the experimental group in terms of syntactic complexity, underscoring the affirmative influence of integrating the Engage Virtual Reality Learning App. These findings underscore the potential of VR-based instruction to augment authentic language experiences, foster sociocultural learning, stimulate cognitive engagement, yield affective benefits, and contribute to overall language acquisition among intermediate EFL learners.

EFEKTIVITAS PENGGUNAAN APLIKASI INTERAKTIF UNTUK MENINGKATKAN PEMAHAMAN SISWA TERHADAP KONSEP ALJABAR

This research aims to evaluate the effectiveness of using interactive applications in enhancing students' understanding of algebra concepts. Using a literature review method, this study collects and analyzes the results of various research conducted from 2019 to 2024. The literature reviewed includes both international and Indonesian studies that examine the use of interactive applications in algebra education. The results of the literature review indicate that interactive applications can significantly improve student understanding. Students using interactive applications show increased engagement, motivation, and learning outcomes compared to conventional teaching methods. Studies in Indonesia support these findings, reporting improved understanding and interest in algebra among students. These findings suggest that integrating technology into math education can be an effective strategy for enhancing student learning outcomes. Therefore, it is recommended that schools and educators consider using interactive applications as a teaching aid in algebra education.

Developing a Chinese Language Course Integrating Deep Learning Theory and OBE: Promote Critical Thinking Skill for Undergraduate Students in Guangzhou, China

This study aims to develop and evaluate a Chinese language course designed to enhance college students&amp;#39; critical thinking skills through the integration of deep learning theory and Outcome-Based Education (OBE). The research specifically addresses two questions: (1) What are the characteristics of a Chinese language course that integrates Deep Learning Theory and OBE? (2) What are the effects of this course on promoting critical thinking skills among undergraduate students? The study employs a quasi-experimental design, involving 120 undergraduate students divided into a control group and a test group from Nan fang College, Guangzhou, China. The control group received conventional teaching methods, while the test group participated in the newly developed course. Data were collected through pre-tests and post-tests using California critical thinking skills test (Chinese version), as well as semi-structured interviews. Results indicate a significant improvement in the critical thinking skills of students in the test group compared to the control group. The test group showed higher mean scores and lower standard deviations in post-test results, demonstrating the effectiveness of the course in enhancing critical thinking abilities. Qualitative data from interviews supported these findings, highlighting increased student engagement and deeper understanding of course materials. The findings suggest that this integrated approach can be effectively implemented in other educational contexts to achieve similar outcomes.

WEB-BASED MATHEMATICS LEARNING APPLICATION AT SMPN 9 KOTO XI TARUSAN

The web-based mathematics learning application at SMPN 9 Koto XI Tarusan aims to make the teaching and learning process more effective and efficient so that the time required is less than the conventional teaching and learning process. The data collection methods used are primary and secondary data, the system development method used is SDLC with UML (Unified Modeling Language) system design tools and uses a computerized system using black techniques. This learning application produces output in the form of information on student learning outcomes accurately and in a timely manner. This learning application apart from producing an effective and efficient teaching and learning process also produces more interesting learning information, namely by having a learning method using multimedia learning media compared to conventional learning.

Efficacy of the Simulation-Based Education Approach Enhanced by Music on Anxiety, Physical Activity, and Respiratory Outcomes in Patients under Open Heart Surgery: A Randomized Three-Group Clinical Study.

Many patients with advanced cardiovascular disease need Coronary Artery Bypass Graft (CABG) surgery, indicating the importance of cardiac rehabilitation. Our study explored the combined efficacy of simulation (using demonstration and return-demonstration approach) with music on post-Open Heart Surgery (OHS) outcomes. This randomized, controlled trial was conducted at Imam Reza Hospital, Mashhad, Iran, on 90 patients awaiting OHS. The participants were allocated to 3 groups: education via simulation, education via simulation enhanced by instrumental music, and conventional instruction. Evaluations were performed pre-education and 2-days post-surgery using the activity measure for post-acute care (AM-PAC) "6-Clicks" Questionnaire, 18-item Nursing Outcomes Classification (NOC) index, and State-Trait Anxiety Inventory (STAI). JASP software (JASP Team, 2023, Version 0.17.3) was employed for statistical analyses, using RM-ANOVA and ANCOVA test. The results revealed a significant effect in immediate post-intervention and 2-day follow-up periods across all outcome measures (all p < 0.05), except for activity. Post hoc tests demonstrated substantial variations in effect sizes between intervention and control groups. Both intervention groups had significantly greater impact than the control group, particularly the composite group, showing heightened effects in state and trait anxiety and respiratory scores (p < 0.05). The combined use of the simulation with rhythmic music in phase one cardiac rehabilitation notably improved post-surgical outcomes, outperforming the method without music. This approach shows promise as an effective instructional strategy in cardiac rehabilitation stages.

Enhancing critical thinking and problem-solving skills in upper elementary students through game-based learning

Introduction. The acquisition of knowledge by students to more actively develop their minds through challenging activities in the form of contextual problem analysis and academically oriented training in thinking skills is still lacking. Solving an inappropriate problem can trigger students' reluctance to try to solve the problems presented because the problem presented will be an early "gateway" as a stimulus that can subsequently stimulate students' thinking, so the skill of the teacher in "packaging" a problem as interesting as possible may be one of the determining factors in the success of the application of the learning model. Study participant and methods. This study included approximately 600 middle school students (grades four through six) in Indonesia, situated in a township with a median family income of IDR72,000,000/year and a median household income of IDR48,000,000/year, where 9.3% lived in poverty. The ethnically diverse composition featured 40.22% Javanese. The chosen school lacked academic tracking in social studies classes for grades 4-6 and had a willing teacher for Game-Based Learning (GBL) interventions. Using a quasi-experimental design, three GBL intervention classes (62 pupils) were randomly selected from five sections taught by the participating teacher, while seven classes (115 students) received conventional instruction. The study aimed to evaluate GBL's impact on social studies education, employing Denah Education Game (DENDA) with specific objectives for territories. The results. The findings indicate that students in the Game-Based Learning (GBL) group had a slightly higher average post-test score (M = 3.66) compared to conventional students (M = 3.60). Similarly, the average score of GBL students on the delayed post-test (M = 2.11) was slightly higher than the score of conventional students (M = 2.00). However, both the post-test (F(1,96) =0.07, p &gt;0.05) and delayed post-test (F(1,91) =0.45, p &gt;0.05) did not show a consistent effect, according to these results. The study indicates that the Game-Based Learning (GBL) intervention successfully enhances students' understanding with slightly higher post-test and delayed post-test scores compared to traditional teaching methods. The findings emphasize the importance of student discourse in game-based scenarios, with higher-level conversations predominantly observed in intra- and inter-group discussions. Despite fluctuations in intellectual activities, student engagement and critical thinking remain high. However, challenges in addressing gender differences and implementing GBL in conventional classroom settings need further research and development focus. Conclusion. The study supports integrating Game-Based Learning (GBL) into conventional classrooms, noting no significant differences from traditional teaching. However, caution is advised due to implementation challenges. Gender differences underscore the need for further exploration of GBL effectiveness across genders and grade levels. Positive impacts on critical thinking are seen through student-centered learning and authentic problem-solving scenarios. GBL aligns with best teaching practices, emphasizing engagement and student-driven learning. While acknowledging limitations, the research calls for ongoing exploration of GBL's potential in fostering critical thinking and aligning it with traditional educational principles for maximum effectiveness in diverse classrooms.

Design specifications and capabilities of a 3D simulation software for clinical education of physiotherapy students in the neurology department

IntroductionIn this revolutionized era, thanks to cutting-edge technological breakthroughs like 3-dimensional (3D) computerized environments, physiotherapy trainers can improve their knowledge and confidence by using such training tools. Hence, there is room for developing these technologies for training medical students to expand their skills and expertise. This study aims to identify the design requirements and key functionalities of a 3D simulation software for the clinical education of physiotherapy students in neurology departments.MethodFirst, by carefully reviewing neurological books, scientific articles, curriculum, and medical records, and consulting with experts, a scenario was compiled. In the next step, a researcher-developed questionnaire was designed. Then, experts’ opinions were considered to confirm the validity and reliability of the questionnaire. The designed questionnaire was distributed among several neurological physiotherapists. Finally, the information elements, contents, and functional capabilities of the 3D software were determined by analyzing the data obtained from the questionnaire.FindingsThe main components for the design of physiotherapy educational software were identified based on the findings of the literature review, curriculum analysis, and medical record review. A survey of physiotherapy professors was conducted using a questionnaire created by the researcher in order to enhance the capabilities of simulation software and ascertain its primary functions. Following an analysis of the data from the distributed questionnaire, 37 essential features and contents have been proven to be more crucial than the rest for the creation of 3D simulation software. As a result, the essential and fundamental needs for the patient’s training in reading their medical records and performing muscle strength assessments were recognized and extracted. Based on these findings, a researcher-developed scenario for the various real cases was then established. In the patient’s medical record reading scenario, the student is required to read the patient’s record in text format. Similarly, in the section on cranial nerves, pictures are utilised to reinforce the student’s assessment skills in addition to textual content. Together with the audio and pop-up texts, the simulated 3D environment also offers training for the assessment of muscle strength.ConclusionAs an educational tool, this software can enhance students’ learning and assist in addressing the drawbacks of conventional teaching methods like lectures and hospital visits.

The Effects of Augmented Reality Geometry Learning Applications on Spatial Visualization Ability for Primary School Pupils

Geometry is considered a fundamental component to be mastered in the elementary school mathematics curriculum. Lower primary school pupils frequently experience obstacles because of the abstract nature of geometric concepts and the requirement for spatial visualization skills, which are necessary for strengthening their conceptual understanding. Augmented reality (AR) technology offers a promising solution by providing visual representations of geometric shapes. Thus, this study aimed to investigate the effects of AR technology in primary school education on pupils’ spatial visualization abilities in geometry. Employing a quasiexperimental pre- and post-test research design, this study involved 61 second-grade pupils from two Northern Malaysian primary schools. The selection of schools followed cluster sampling techniques, while intact groups were utilized to select samples. Data were collected from two groups: an experimental group that utilized the LearnGeoAR applications and a control group that employed conventional teaching methods to learn geometric shapes. This study used the spatial visualization ability test (SVAT) instrument, grounded in Van Hiele’s theory of geometric thinking. The findings revealed that the experimental group, which utilized AR applications, exhibited a higher mean score in pupils’ spatial visualization ability in geometry compared to the control group. Additionally, the experiment demonstrated a moderate effect on both groups. This finding highlights the potential of AR technology in enhancing pupils’ spatial visualization skills in geometry instruction, providing valuable insights for instructional methodologies.

Exploring the Effectiveness of Digital Reading Platforms in Developing Reading Comprehension Skills

This study investigates the effectiveness of the digital reading platform ReadWorks in improving the reading comprehension skills of high school students. A within-subject design was employed, wherein students experienced two phases of treatment: the use of conventional teaching methods and the application of the ReadWorks platform, with a washout period in between to minimize carryover effects. The research was conducted with second-grade students at SMA Negeri 16 Samarinda, using a standardized reading comprehension test to assess performance. Paired samples t-tests were utilized to analyze the data. The findings revealed a significant improvement in students' reading comprehension scores when using the ReadWorks platform compared to conventional methods. The statistical analysis shows that the p-values for both the experimental group (p = 0.000) and the control group (p = 0.000) are less than the significance level of 0.05, leading to the rejection of the Null Hypothesis (H0) and acceptance of the Alternative Hypothesis (Ha). These results indicates that the ReadWorks platform is effective in enhancing reading comprehension skills among high school students. The study contributes to the growing body of literature advocating for the integration of digital tools in education to improve student learning outcomes.

The Effect of Storyboards Technique on EFL Sixth-Grade Students’ Reading Comprehension

The purpose of this study was to investigate how storyboards technique affect the reading comprehension of sixth-grade Jordanian EFL students. The participants of study were 30 female students, who were split equally and at random into two groups: the experimental and control. A pre-/post-test was utilized as the study's instrument for both the control and experimental groups. A quasi-experimental design was followed. The experimental group was taught utilizing the storyboards technique in order to fulfill the objective of the study, whereas the control group received instruction using a conventional teaching method. The findings demonstrated that the use of storyboards technique enhanced students' comprehension of the texts they were reading.

The Influence of the Introduction, Connect, Apply, Reflect, and Extend (ICARE) Learning Model on Cognitive Learning Outcomes in Science and Social Studies (IPAS) in Elementary Schools

This study addresses the issue of low student learning outcomes attributed to the frequent use of conventional teaching methods by educators in elementary schools. The Introduction, Connect, Apply, Reflect, and Extend (ICARE) learning model is proposed as a potential solution to enhance these outcomes. The purpose of this research is to examine the impact of implementing the ICARE learning model on students' cognitive learning outcomes in science and social studies (IPAS) in elementary schools. Additionally, the study compares the improvement of cognitive outcomes between students taught using the ICARE model and those taught using traditional methods. This quasi-experimental research employs a non-equivalent pretest-posttest control group design. The findings reveal that the application of the ICARE learning model significantly influences cognitive learning outcomes in IPAS subjects, with an effect size of 46.2%. Furthermore, students instructed through the ICARE model demonstrate greater improvement in cognitive learning outcomes compared to those who receive conventional instruction.

Optimized ensemble deep learning for predictive analysis of student achievement.

Education is essential for individuals to lead fulfilling lives and attain greatness by enhancing their value. It improves self-assurance and enables individuals to navigate the complexities of modern society effectively. Despite the obstacles it faces, education continues to develop. The objective of numerous pedagogical approaches is to enhance academic performance. The development of technology, especially artificial intelligence, has caused a significant change in learning. This has made instructional materials available anytime and wherever easily accessible. Higher education institutions are adding technology to conventional teaching strategies to improve learning. This work presents an innovative approach to student performance prediction in educational settings. The strategy combines the DistilBERT with LSTM (DBTM) hybrid approach with the Spotted Hyena Optimizer (SHO) to change parameters. Regarding accuracy, log loss, and execution time, the model significantly improved over earlier models. The challenges presented by the increasing volume of data in graduate and postgraduate programs are effectively addressed by the proposed method. It produces exceptional performance metrics, including a 15-25% decrease in processing time through optimization, 98.7% accuracy, and 0.03% log loss. This work additionally demonstrates the effectiveness of DBTM-SHO in administering extensive datasets and makes an important improvement to educational data mining. It provides a robust foundation for organizations facing the challenges of evaluating student achievement in the era of vast data.

The Effect of Farm-Animal-Assisted Education on Memory Retention in Elementary School Children: An Exploratory Study

ABSTRACT Animal-assisted education (AAE) can provide an exciting and innovative alternative to conventional teaching methods. Numerous studies have been published on the influence of the participation of living animals (primarily dogs) in the educational process on students’ emotions. However, the impact of on-farm teaching on children’s academic knowledge has not received much attention. This study aimed to evaluate whether outdoor learning in the presence of farm animals during animal-oriented lessons impacts knowledge performance and memory retention. The experimental group (n = 71) attended a class at an eco-center farm and directly interacted with farm animals. In contrast, the control group (n = 78) received identical content in a classroom using conventional teaching aids. Knowledge in both groups was compared quantitatively with paper-and-pencil tests in three consecutive examinations: pre-, post-, and follow-up (28 days later). The intergroup results of the pre- and post-examinations showed no difference. However, a significant difference in the intergroup knowledge scores was observed at the one-month follow-up test. The pupils in the experimental group maintained significantly broader knowledge over time than their peers in the control group. These results suggest that implementing AAE into the education process might not affect pupils’ immediate knowledge performance, but it could positively impact memory retention. As scientific research on using farm animals in education is scarce, additional research is needed.

The Role of Artificial Intelligence in Shaping the Future of Education: Transforming Teaching in the Modern World

This paper examines the need for a new education system that delivers quality education by integrating AI technology to transform traditional teaching methods. The global education system is currently confronted with critical questions about the true effectiveness and qualifications of teachers in schools and colleges. Despite formal credentials, there remains a significant gap in student satisfaction with conventional teaching approaches. This study explores the current state of teacher qualifications and student satisfaction, highlighting the increasing role of AI in education and demonstrating how AI can revolutionize the way education is delivered.

RETENTION-BASED LEARNING: AN APPROACH TO MAXIMIZING STUDENT LEARNING OUTCOMES IN HIGH SCHOOL PLANT ANATOMY LESSON

Purpose – Many students perceive plant anatomy as difficult due to the complexity of the material. Additionally, conventional teaching techniques often neglect the importance of information retention in the learning process. Therefore, this study examines the effects of Retention-Based Learning on students’ learning outcomes compared to conventional learning without Retention-Based Learning. Methodology – A multiple-group time series research design was used to measure the effectiveness of Retention-Based Learning on students’ learning outcomes including information retention, cognitive load, and learning achievement. Retention interventions in the Retention- Based Learning class included watching videos, identifying images and answering questions. The participants in this study were seventyeight 10th-grade public high school students in Bandung, West Java, Indonesia, divided into two research groups. Findings – This study found that students in the experimental group had better information retention in each lesson and a significantly higher ability to process information with less mental effort and lower cognitive load than the control group. Additionally, the experimental group showed significantly higher learning achievement than the control group. These findings demonstrate the importance of maintaining information retention to maximize learning outcomes in plant anatomy lessons. Significance – This study indicates that maintaining retention can be a simple and powerful learning approach to help high school teachers teach complex material. The study highlights the significance of maintaining student retention to improve learning performance.

The Role of Social Media in Medical Education And Training

Objective: Social media (SM) is an integral part of life. Our study aims to investigate how SM impacts the educational experience of medical students and seek to acquire a better understanding of the scope of studies pertaining to the influence of social media on medical education. Materials and Methods: The participants were given a questionnaire developed by the researchers with a completion time of approximately 5 minutes. The questionnaire comprised inquiries that were designed to evaluate the extent to which students employed SM in their academic pursuits, drawing based on a review of relevant literature. Results: The social media platforms that were predominantly entered were Instagram and YouTube. Moreover, a majority of respondents (48.4%) expressed a preference for a hybrid educational framework that integrates conventional and digital practices. A substantial majority of respondents (70.3%) held the belief that SM does indeed have an impact on medical education. Conclusıon: With the impact of developing technology, SM has become an important part of information and medical education. Although the conventional clinical teaching approach remains firmly established in medical education, there is a growing recognition towards the need to integrate technology to enrich the educational experience. In the coming years, educational institutions will prioritize enhancing online education experience and instructors' competencies, as well as facilitating students' disciplined and comfortable participation, so as to add a new dimension to education through the use of technology.