This project evaluates the use of social media platforms Instagram, Twitter, and TikTok as tools to identify EBP in a graduate aphasia course. We also will evaluate how graduate students perceived using social media as an educational tool compared to other coursebased learning supports. Twenty-four students completed this assignment. The students used the social media platforms of Twitter, Instagram, and TikTok to find social media posts as guided by 5 prompts. Each student was assigned to every social media platform twice with them rotating throughout the semester. For each prompt, students were required to find a social media post on their assigned social media platform. Students submitted their findings in response to the prompts such as “How do we create an Aphasia friendly environment?” or “How do people get better with Aphasia?” The students were not required to post on their assigned social media platform or comment on the posts they found. If students were opposed to using social media, an alternative assignment was assigned. However, they were required to post a screenshot and a 3-5 sentence narrative describing what they found to be the most important information relevant to the prompt. Students submitted their posts and narratives to the course through Learning Management System (LMS; Canvas). These student submissions were classified as “social media relics”. These “relics” were coded to one or more components of the evidence-based practice triangle. Results will be discussed relating to effective pedagogical strategies to support EBP access and potential relative values of social media platforms to specific types of EBP.
