Methods
• Is financially and environmentally sustainable .
• Is accessible to all , across international borders and for those with additional needs .
• Allows an on-going dialogue around the scholarship that is not time-limited .
Figure 1 – The Anatomy Teacher YouTube Channel . This public page is available by searching for the name or by scanning the QR code in the top right corner . Currently 22 subscribers and 469 views since May 2022 .
Figure 2 – The Anatomy Teacher Twitter page . this page is public and is accessible by searching for the Twitter handle @ anatomy _ teacher or by scanning the QR code in the top right corner . Currently 348 followers since May 2022 .
Methods
Three key areas were identified for development : 1 . Google email account 2 . YouTube channel
The Anatomy Teacher YouTube Channel ( Figure 1 ) was established and linked to a scholarship-specific Google email account ( AnatomyScholarship @ gmail . com ). The YouTube channel is public and is advertised via the associated Twitter page of the same name ( Figure 2 ). Recorded presentations were uploaded to the channel and automatic transcripts were generated . Links to the YouTube channel were embedded within the associated profile on Twitter . The first tweet made by The Anatomy Teacher explained the ethos behind the resource ( Figure 3 ) tagging in five key Anatomical organizations ( Institute of Anatomical Sciences , Anatomical Society , British Association of Clinical Anatomists , American Association for Anatomy , Australian and New Zealand Association of Clinical Anatomists ). These organizations were selected as regular users of Twitter who would be likely to engage with the resource and facilitate its development . This post was pinned to the top of the page to ensure that this was clear to all users . This post also detailed some examples for potential submissions : conference presentations , poster tour , walk-through of an educational resource or any other form of scholarship . This post has since had 3,152 impressions , 265 engagements , 72 detail expands and 118 profile visits ( Figure 4 ).
Seventy-two hours after the initial tweet , a screenshot of the YouTube statistics was shared to demonstrate the reach of the recordings ; one video had been watched 24 times within this 3-day window . Tweets were then made periodically highlighting the number of views and flagging up when new uploads would be coming . When the Twitter page reached 100 followers a further post was made visually demonstrating the international scope of the resource ( Figure 5 ). Across all these tweets , accessibility was ensured using image descriptions either with the use of the ‘ ALT ’ text function or within the tweet ( Figure 5 ). New uploads were provided as soon as possible after conference presentations ( Figure 6 ) with direct links to the videos using appropriate hashtags ( in CamelCase ) to increase post visibility .
To reinforce the role of The Anatomy Teacher as enhancing the longevity of conference presentations , a post was made following a large anatomical conference to encourage academics and students to find a permanent repository for their scholarship ( Figure 7 ). These posts directly resulted in an academic who ran a workshop at the American Association for Anatomy conference in Washington , DC sharing a recorded tutorial of how to plait a plexus to learn about anatomical variation ( Figure 8 ).
3 . Twitter page
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