{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,26]],"date-time":"2026-09-26T05:00:57Z","timestamp":1790398857855,"version":"4.1.0"},"reference-count":30,"publisher":"Wiley","license":[{"start":{"date-parts":[[2026,9,25]],"date-time":"2026-09-25T00:00:00Z","timestamp":1790294400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"},{"start":{"date-parts":[[2026,9,25]],"date-time":"2026-09-25T00:00:00Z","timestamp":1790294400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/501100001787","name":"University of South Australia","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100001787","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["anatomypubs.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Anatomical Sciences Ed"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>\n                    Social media is increasingly employed for medical education, yet Instagram remains under\u2010explored for visually rich disciplines, such as pathology. Using an established Instagram profile (@Patholife, &gt;6000 followers), we delivered a structured, interactive educational series covering colorectal cancer, melanoma, and prostate cancer over a 4\u2010week study period (1 week of promotion, 3\u2009weeks of content delivery) in November\u2013December 2024. Most interactions with this content were passive (likes and saves). Engagement patterns differed by topic and post type, although inferential findings were interpreted cautiously because views were not independent and the number of posts was small. On\u2010platform quizzes generated greater visible participation than the external Qualtrics quiz, although this comparison was confounded by concurrent post\u2010boosting. No significant difference was found between Story Poll and Case Study quiz formats (\n                    <jats:italic>p<\/jats:italic>\n                    \u2009=\u20090.76). Boosting increased visibility descriptively but did not enhance deeper engagement. Framed by Cognitive Load Theory and Mayer's Cognitive Theory of Multimedia Learning, findings underscore three principles for digital pathology education: (1) embed interactive content directly on\u2010platform; (2) use visually rich, concise materials aligned with multimedia learning principles; and (3) employ boosting selectively for visibility. Instagram shows promise for interactive, accessible pathology education globally, though direct measurement of learning outcomes remains a critical next step.\n                  <\/jats:p>","DOI":"10.1002\/ase.70362","type":"journal-article","created":{"date-parts":[[2026,9,26]],"date-time":"2026-09-26T04:44:52Z","timestamp":1790397892000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Interactive pathology teaching on Instagram: Engagement outcomes from a 4\u2010week pilot study"],"prefix":"10.1002","author":[{"ORCID":"https:\/\/orcid.org\/0009-0002-8117-5672","authenticated-orcid":false,"given":"Madison T.","family":"Hindes","sequence":"first","affiliation":[{"name":"Clinical and Health Sciences Adelaide University  Adelaide South Australia Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7667-3648","authenticated-orcid":false,"given":"Ben S.\u2010Y.","family":"Ung","sequence":"additional","affiliation":[{"name":"Clinical and Health Sciences Adelaide University  Adelaide South Australia Australia"},{"name":"Quality Use of Medicines and Pharmacy Research Centre Adelaide University  Adelaide South Australia Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7971-0651","authenticated-orcid":false,"given":"Maria C.","family":"Caruso","sequence":"additional","affiliation":[{"name":"Clinical and Health Sciences Adelaide University  Adelaide South Australia Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,9,25]]},"reference":[{"issue":"6","key":"e_1_2_8_2_1","doi-asserted-by":"crossref","first-page":"439","DOI":"10.3109\/0142159X.2012.668245","article-title":"How we use social media to supplement a novel curriculum in medical education","volume":"34","author":"Bahner DP","year":"2012","journal-title":"Med Teach"},{"issue":"4","key":"e_1_2_8_3_1","doi-asserted-by":"crossref","first-page":"387","DOI":"10.1016\/j.jacr.2013.07.015","article-title":"Social media in radiology: early trends in Twitter microblogging at radiology's largest international meeting","volume":"11","author":"Hawkins CM","year":"2014","journal-title":"J Am Coll Radiol"},{"issue":"6","key":"e_1_2_8_4_1","doi-asserted-by":"crossref","first-page":"505","DOI":"10.1002\/ase.1610","article-title":"Social media and anatomy education: using twitter to enhance the student learning experience in anatomy","volume":"9","author":"Hennessy CM","year":"2016","journal-title":"Anat Sci Educ"},{"issue":"2","key":"e_1_2_8_5_1","doi-asserted-by":"crossref","first-page":"494","DOI":"10.1016\/j.juro.2014.02.043","article-title":"The dramatic increase in social media in urology","volume":"192","author":"Matta R","year":"2014","journal-title":"J Urol"},{"issue":"11","key":"e_1_2_8_6_1","doi-asserted-by":"crossref","first-page":"1227","DOI":"10.1111\/medu.14567","article-title":"Social media in undergraduate medical education: a systematic review","volume":"55","author":"Guckian J","year":"2021","journal-title":"Med Educ"},{"key":"e_1_2_8_7_1","unstructured":"We Are Social DataReportal Meltwater.Most popular social networks worldwide as of February 2025 by number of monthly active users (in millions) [Graph].Statista.2025. 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