10, 12 We believe that Twitter-based microlearning can overcome the limitations imposed by traditional electronic learning (eLearning) methods. 11 Twitter also offers a solution to the active schedule of surgical trainees and faculty as an unlimited number of trainees and faculty can interact with content independent of time and geographical barriers.

10 In particular, through its limited format, Twitter promotes concise discussions in which trainees may engage actively with faculty as well as learn by observing discussions among faculty. Social media, which has been rapidly adopted within the medical community, 9 improves engagement among trainees and provides a space for educational dialogue. Contemporary social media, meanwhile, fosters this dynamic interaction within the medical community, which broadly utilizes social media to interact and impart knowledge. Current videos also lack the ability for dynamic interaction and co-learning that can be integral to a meaningful learning experience. 1, 2 Despite the widespread utilization of surgical videos for education, trainees often report that educational videos are poor quality or too long, suggesting that the current available learning content is discordant with the preferences of surgical trainees. Current surgical medical students and residents readily use digital platforms, with 2 institutional studies demonstrating that 90% of trainees use videos to prepare for cases. The traditional surgical learning paradigm-consisting of textbook reading, didactics, simulation, and in-person operative instruction-is due for a modern supplement in line with advancing technology.

As technology and access to information evolve, so must our techniques in surgical education.

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