The quality of dermatology match information on social media platforms: a cross-sectional analysis (Preprint)

Author:

D'Amiano AnjaliORCID,Kollings Jack,Sunshine Joel

Abstract

UNSTRUCTURED

The dermatology match is a highly discussed topic, and creators online often comment about the qualifications needed to match. Social media posts can share differing advice with potential misinformation that can cause excess stress and deter students interested in dermatology. We aimed to assess the quality of online information about the match process, with sources from Reddit, Student Doctor Network (SDN), and TikTok. In March 2024, “How to match into dermatology” and “Advice for the dermatology match process” was searched on these platforms, and 34 sources were assessed for the information source and specific advice for application components such as USMLE scores, research experiences and clinical interests, clerkship grades, and away rotations. Online material was compared with the official National Residency Matching Program (NRMP) 2022 match data using student t-test’s for mean USMLE scores and research experiences. We collected information on media recommendations regarding research years, clerkship grades, medical school rankings, AOA status, broad vs focused dermatology and volunteer interests, away rotations, and dual applications. 10 Tik-Tok videos, 15 Reddit posts, and 10 SDN posts were included in the study. The NRMP and online media data differed significantly among mean Step 1 scores (248 vs 254.5, p<0.001), number of abstracts, posters, and publications (20.9 vs 23.3, p<0.01), and number of total publications (7 vs 13.2, p<0.001). The NRMP and online data did not differ significantly among mean Step 2 scores (257 vs 261.0, p=0.06). Of the 22 total articles that discussed a potential research year, 16 articles recommended taking a research year during medical school (72.7%). Fifteen total articles mentioned grades during medical school, and 10 of these articles explained the importance of attaining AOA status (66.7%), compared to the NRMP data which shared that 39.7% of matched dermatology residents attained AOA status. Six articles commented on students pursuing focused vs broad interests in dermatology, and 3 (50%) articles recommended having broad interests in dermatology, while 3 (50%) discussed having niche interests. Twenty-one articles covered the topic of away rotations, of which 19 (90.5%) recommended doing an away rotation. Eleven articles discussed a number (mean 3.9 away rotations), whereas 8 (38.0%) articles said to complete as many away rotations as possible, in contrast to the official APD letter which recommends completing no more than 2 away rotations. Media found online does not match the AAMC-verified data or current APD statements. Accredited programs should consider releasing a statement regarding match information to dispel common rumors.

Publisher

JMIR Publications Inc.

Reference5 articles.

1. Response to: “Reliability of self-reported data on social media vs National Residency Match Program charting outcomes for dermatology applicants”

2. Comparison of Self-Reported Data on Student Doctor Network to Objective Data of the National Resident Matching Program

3. Reliability of self-reported data on social media versus National Residency Match Program charting outcomes for dermatology applicants

4. #MedEd—The ‘TikTok’ frontier of medical education

5. (b) Textbooks: • What is being described? • Do I understand? • Does it fit with my understanding of the cases? • Have I properly grasped the issues involved? • What is of relevance to my essay? (c) Articles: • What is the writer’s argument? • Is it well supported by the evidence? • Does the writer’s argument support or deny my argument in the essay? Is there a majority view developing in the texts concerning any of the issues raised by the question? Go back to the diagram of the essay question made under Stage 1. Note beside the various issues aspects of the texts that are of relevance to the issues identified as requiring discussion to answer the question. It is important to remain open to the possibility that personal ideas may change as more research is conducted and some texts present persuasive arguments that had not been previously considered. (4) Stage 4: begin to form a view of possible arguments to be used to answer the question Add these to your diagram. (5) Stage 5: consider the strength of your argument This stage is important. You should by now have a reasonably clear idea of how your argument may look. You will know what supporting evidence you have and where you lack support. Argument construction has been specifically dealt with in this text and can be located in Chapter 7. You do not have to throw out weak arguments if they serve to build a broader picture and support a broader argument. (6) Stage 6: begin to write the essay plan Look at: • the diagram of the question; • the notes of cases and other texts; • the notes of your personal ideas/argument. (7) Stage 7: write the first draft of the essay Although you will have an idea of what you are doing and where you are going and indeed what your answer is to the question it is a good idea to start your detailed first draft in the body of the text.

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