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Evaluating the Role of Social Media in Veterinary Anatomy and Clinical Education: A Student-Based Study
by
, , and
Ebru Eravci Yalin
1,
Simge Özüner
2,
Zeynep Nilüfer Akçasız
2,
Sevim Güllü
3,* and
Ozan Gündemir
4,*
1
Department of Surgery, Faculty of Veterinary Medicine, Istanbul University—Cerrahpasa, 34320 Istanbul, Türkiye
2
Institute of Graduate Studies, Istanbul University—Cerrahpasa, 34320 Istanbul, Türkiye
3
Faculty of Sport Sciences, Istanbul University—Cerrahpasa, 34320 Istanbul, Türkiye
4
Department of Anatomy, Faculty of Veterinary Medicine, Istanbul University—Cerrahpasa, 34320 Istanbul, Türkiye
*
Authors to whom correspondence should be addressed.
Vet. Sci. 2025, 12(11), 1098; https://doi.org/10.3390/vetsci12111098
Submission received: 15 October 2025
/
Revised: 4 November 2025
/
Accepted: 17 November 2025
/
Published: 18 November 2025
(This article belongs to the Special Issue Advances in Veterinary Anatomy: Connecting Basic Research with Clinical, Biotechnological, and Educational Innovations)
Simple Summary
Veterinary students are increasingly using social media platforms as part of their learning process. These tools provide access to videos, images, and explanations that can help students understand complex subjects like anatomy and surgery. While extensive research has examined students’ perceptions of educational uses of social media in higher education, evidence remains comparatively limited for veterinary education, particularly in anatomy and clinical learning, where visual–procedural content and professional/ethical standards intersect. In this study, students from a veterinary faculty were surveyed to explore their opinions on the benefits and challenges of using social media in their studies. The results showed that students in the earlier years of their education had more positive views, especially regarding the usefulness of social media in accessing learning materials and engaging with visual content. In contrast, those in advanced academic years were more cautious, particularly about the ethical concerns surrounding the sharing of clinical or surgical videos. These findings suggest that veterinary education could benefit from including guidance on the responsible and effective use of social media. Understanding student perspectives can help institutions better support digital learning while promoting ethical and professional behavior online.
Abstract
Social media is increasingly present in higher education, particularly in fields that rely on visual learning such as veterinary anatomy and clinical sciences. This study investigated how veterinary students perceived the use of social media for educational and professional purposes, with specific attention to its role in learning anatomy and observing clinical procedures. An online cross-sectional survey was administered to students across different academic levels at a veterinary faculty. The questionnaire included demographic questions and eight Likert-scale items addressing the educational value of social media, its role in accessing learning materials, engagement with professional visuals, and ethical concerns regarding the sharing of clinical or surgical content. Data were analyzed using one-way ANOVA and post hoc Tukey tests to assess differences by academic year, age group, and daily social media usage. Analysis showed that students in earlier academic years generally held more favorable views on the use of social media for accessing learning materials and understanding complex subjects. Students in advanced years expressed greater ethical concern, particularly about sharing surgical or clinical videos online. Daily social media usage showed limited influence on general perceptions, though some variation appeared in topic-specific responses. The results suggest that veterinary programs may benefit from structured educational components on digital professionalism and responsible media use to better align student engagement with ethical standards and educational objectives.
