Trial reportJAMA network open2025
Short Social Media Videos as a Supplementary Educational Resource in Neuroanatomy: A Nonrandomized Clinical Trial.
Trial report in JAMA network open, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed.
- Assessing the effects of 3D videos and structured peer discussions on anatomy learning: A four-arm randomized controlled trial.Anatomical sciences education · 2026Trial
- Factors Associated With Engagement When Using Social Media to Teach Physicians Point-of-Care Ultrasound During Off-Hours: Observational Study.JMIR formative research · 2026Observational
- Microlearning in medical histology: a longitudinal evaluation of faculty-created five-minute videos using five theoretical frameworks and Kirkpatrick assessment.BMC medical education · 2026Article
- Review
Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Importance: The integration of microlearning tools, such as short social media videos, into medical education may offer novel strategies to enhance student engagement and knowledge acquisition. However, evidence regarding their effectiveness remains limited. Objective: To evaluate short-term academic performance and student engagement associated with short social media videos as a supplementary educational resource in a neuroanatomy course. Design, Setting, and Participants: This nonrandomized clinical trial was conducted at the Faculty of Medicine, Damascus University, during the 2024 to 2025 academic year. Third-year medical students who responded to an open invitation were enrolled and divided into an intervention group and a control group based on voluntary participation and access to the social media platform. Intervention: The intervention group engaged with 50 educational Instagram reels (each 90 seconds) over 2 months through a study-specific Instagram account. The control group continued traditional study methods without exposure to the videos. Main Outcomes and Measures: Primary outcomes included changes in neuroanatomy knowledge scores, measured by standardized preintervention and postintervention assessments. Secondary outcomes included student perceptions of the educational value and usability of the videos. Results: A total of 167 third-year medical students (84 men [50.3%]) were enrolled and divided into an intervention group (n = 84) and a control group (n = 83). Mean (SD) baseline assessment scores were 5.5 (2.8) of 20 in the intervention group and 5.5 (2.3) of 20 in the control group. Postintervention scores were significantly higher in the intervention group compared with the control group (mean [SD] score, 9.9 [2.1] of 20 vs 7.5 [2.4] of 20; P < .001). No significant differences were observed between the intervention group and the control group in final neuroanatomy examination scores (mean [SD] score, 17.2 [1.3] of 20 vs 16.5 [1.5] of 20; P = .09). Among intervention participants, 84.5% (71 of 84) reported that the videos were a beneficial supplement to traditional learning, although 27.4% (23 of 84) noted that the content delivery could feel monotonous. Conclusions and Relevance: In this nonrandomized clinical trial, the use of short social media videos was associated with improved short-term academic performance and positive student engagement but not with long-term benefit. The sustained impact of short social media videos demands ongoing evaluation, evidence-based modifications, and a focus on balancing creativity with educational outcomes.
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