Do fourth year pharmacy students use Facebook to form workplace-based learning peer groups during rotations?

Phillips, Jennifer; Gettig, Jacob P.; Goliak, Kristen L.; Allen, Sheila M.; Fjortoft, Nancy

doi:10.1016/j.cptl.2017.08.001

Cited by 2 publications

(2 citation statements)

References 12 publications

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“…This situation was also evidenced in the present study since the postings of notices or the dissemination of scientific events important for the formation of the students were visualized quickly by almost all the students. Several authors have confirmed this improvement in the communication between teachers and the teaching community in the various areas of knowledge through the inclusion of social networks in education 7,[8][9][10][11][18][19][20] .…”

Section: Discussionmentioning

confidence: 84%

“…7 However, concerning educational use, Facebook is more valued among students as a platform for exchanging information related to the course, for creating academic groups (communities) and for mutual collaboration 18 . Some studies have revealed that the most health students have resorted to the use of online and social media as their main source of information search 11,[19][20] .…”

Section: Introductionmentioning

confidence: 99%

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Use of Facebook as a pedagogical tool for university education

Lima¹,

Moura²,

Fernandes³

et al. 2021

Rev ABENO

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This study aimed to analyze Facebook's use as a pedagogical tool for teaching didactics for graduate students in Dentistry. Seventy-two adult students participated in this study. These students attended theoretical classes, developed practical activities by Facebook, and evaluated the course through a questionnaire. Tasks were analyzed concerning the following criteria: time to respond to assignments and whether they have been finished or not. Additionally, post type and students' reactions to posts were also evaluated. Forty-three (59.8%) students have considered Facebook as a good pedagogical resource. Only 5 (22%) students answered that they had some difficulty in responding to the assignments of the course through Facebook. Most students completed their tasks through Facebook. However, in general, most students only fulfilled the assignments close to the deadline. The main reactions of the students were likes and comments. Despite its limitations, Facebook seems to be a great pedagogical resource to be inserted in post-graduate education. In addition, the students still show little participation even being in the virtual environment of Facebook.

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