[[Web 2.0]] technologies (e.g., [[blog]]s, [[social network]]s, and [[wiki]]s) are increasingly being used by [[medical school]]s and [[postgraduate training]] programs as [[tool]]s for [[information]] dissemination. These technologies offer the unique opportunity to track [[metric]]s of user [[engagement]] and [[interaction]]. 

Davidson et al. employed Web 2.0 tools to assess academic [[behavior]]s among [[neurosurgery resident]]s.

They performed a [[retrospective]] [[review]] of all [[education]]al [[lecture]]s, part of the core [[Neurosurgery Residency]] [[curriculum]] at the University of [[Toronto]], posted on the teaching website (www.TheBrainSchool.net). The [[website]] was developed using publicly available Web 2.0 [[platform]]s. Lecture usage was assessed by the number of clicks, and associations were explored with lecturer academic position, the timing of [[examination]]s, and [[lecture]]/subspecialty topic.

The overall number of clicks on 77 lectures was 1079. Most of these clicks were occurring during the in-training examination month (43%). Click numbers were significantly higher on lectures presented by faculty (mean = 18.6, standard deviation ± 4.1) compared to those delivered by residents (mean = 8.4, standard deviation ± 2.1) (p = 0.031). Lectures covering topics in [[functional neurosurgery]] received the most clicks (47%), followed by pediatric neurosurgery (22%).

This study demonstrates the value of Web 2.0 analytic tools in examining resident study behavior. [[Resident]]s tend to "[[cram]]" by downloading lectures in the same month of [[training]] [[examination]]s and display a preference for [[faculty]]-delivered [[lecture]]s
((Davidson B, Alotaibi NM, Guha D, Amaral S, Kulkarni AV, Lozano AM. Studying Behaviors Among Neurosurgery Residents Using Web 2.0 Analytic Tools. J Surg Educ. 2017 Nov-Dec;74(6):1088-1093. doi: 10.1016/j.jsurg.2017.05.019. Epub 2017 Jun 2. PMID: 28583426.)).