Purpose: Various researches assess usage of such social media as a wide resource in education, though here seems to be slight documented evidence that such expansive resources create educational effects, particularly in terms of academic achievement. Our research conducted the systematic analysis of available literature in medical education to establish position of information in experimental studies that evaluate or investigate social media and sturdy base of reliable supplier. Methods: From May 2020 to April 2021, our current research was conducted. This query contained terms relating to social media, professional examinations, research, and assessment, with the search limited to consensus, English-language literature. Submissions have to use assessment methodologies and conduct scientific investigation to fulfil admission requirements. Results: Only 13 articles passed the admission requirements for empirical study evaluating the effects of social media as a clear source in medical education. The bulk of these researches employed student medical education as a background to study transparent sites such as all the social media cites. YouTube looks to have minor instructional advantage uncontrolled nature of the information produced on a regular basis. Nevertheless, existing evaluations show that we know an awful lot about social media use, however its effects are still unknown. Conclusion: Here are insufficient real effect, experiential research measuring the effect of social media on medical education. The limited experiential research that has been showingto have tended to focus on analyzing affective results of social media also medical education rather than exploring any relationships among social media and business results. Increasing possible for social media usage in medical education, further factual evaluation research is needed to establish instructional value

Systematic analysis, investigate social media sites.