USE OF SOCIAL NETWORK PLATFORMS (INSTAGRAM, TIKTOK, ETC.) IN PREPARATION FOR CLASSES AMONG MEDICAL STUDENTS OF THE BUKOVYN STATE MEDICAL UNIVERSITY: AN EDUCATIONAL REVIEW WITH STUDENT EVALUATION

Abstract

Rapid digitalization of education has significantly influenced medical training, with modern generation students increasingly incorporating social media platforms – Instagram, TikTok, YouTube, and Telegram – into their learning strategies for accessing clinical demonstrations, mnemonics, and case discussions. Despite growing popularity, the pedagogical value and risks of social media-based learning remain insufficiently examined, particularly in multicultural academic environments such as Bukovinian State Medical University (BSMU). Aim. To analyze international experience of social media use in medical education and assess the practices, benefits, and challenges of using these platforms among 5th-6th year BSMU students in preparation for classes. Materials and Methods. This mixed-methods study combined: (1) narrative review of international literature from PubMed, Scopus, and Google Scholar databases (2020–2025); (2) cross-sectional survey of 120 fifth- and sixth-year BSMU students (60 Ukrainian, 60 international students) using structured questionnaires for qualitative assessment of learning experiences and cultural preferences. Results. Literature review confirmed that 65-85% of medical students globally use social media educationally. BSMU data showed higher usage (89%), with Telegram (91%), YouTube (85%), and Instagram (78%) being most popular. Students reported significant benefits including enhanced engagement (87%), improved accessibility (94%), and better retention through visual content (79%). However, 63% expressed concerns about information accuracy, and 58% acknowledged distraction challenges. Cultural differences emerged: Ukrainian students preferred Ukrainian-language Telegram channels (96% vs. 86%), while international students relied more on English Instagram content (91% vs. 64%). Only 42% believed social media improved grades, though strategic use correlated with higher academic satisfaction (p=0.032). Conclusions. Social media platforms serve as valuable supplementary learning tools when used critically and strategically. BSMU data confirms global trends while revealing unique linguistic and cultural dimensions in multicultural medical education. Effectiveness depends on content quality and educator guidance. Structured integration with digital literacy training could enhance learning outcomes while mitigating misinformation and distraction risks. Students actively seek institutional guidance and faculty-curated resources.