The use of Twitter and Zoom videoconferencing in healthcare professions seminar course benefits students at a commuter college.

Academic Article


  • The Healthcare Professions Seminar, Intercollege (INCO) 403, is a required course for all pre-health majors at the University of New Hampshire who plan to apply for admission to professional schools. This course meets face-to-face twice a week. The first class meeting each week features guest speakers and instruction on preparing the necessary documents for application to professional school. In the second class meeting, a recitation, students discuss what they have learned from guest speakers and how they are preparing their application documents. In the past, this course was offered only on the main campus of the University of New Hampshire at Durham. The students at the Manchester College, all commuters, found it difficult to attend the seminar and were unable to benefit from the experience. To obviate the difficulties that our students faced we offered the course for the first time in Manchester as a hybrid course. The hybrid delivery model included one face-to-face meeting per week in which instruction on preparing admissions documents was provided and guest speakers shared their experiences. Some guest speakers were hosted by the main campus, and viewed in Manchester via videoconferencing (Zoom). On our campus the second class meeting, a recitation, was held asynchronously via Twitter. This delivery model benefited our students as they could fit it into their school-work schedules, it gave them time to reflect and the shy student could actively participate. This successful hybrid model will continue to be used to teach INCO 403.
  • Authors

  • Halpin, Patricia
  • Lockwood, Mary Katherine K
  • Status

    Publication Date

  • June 1, 2019
  • Published In


  • Curriculum
  • Health Occupations
  • Health Personnel
  • Humans
  • Social Media
  • Students, Health Occupations
  • Universities
  • Videoconferencing
  • Digital Object Identifier (doi)

    Pubmed Id

  • 31088157
  • Start Page

  • 246
  • End Page

  • 249
  • Volume

  • 43
  • Issue

  • 2