Twelve tips for using Facebook as a learning platform

Todorovic, Michael; Coyne, Elisabeth; Gopalan, Vinod; Oh, Y. H.; Landowski, Lila M.; Barton, Matthew

doi:10.1080/0142159x.2020.1854708

Cited by 15 publications

(9 citation statements)

References 40 publications

(41 reference statements)

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“…Hence, there has been active interest in developing learning platforms on social media. 3 The role of social media in surgical education has been studied in developed countries, 4 but there is limited research on how Indian surgeons are utilising social media to communicate and teach laparoscopic skills. Although trainees in developing countries like India can potentially access overseas based resources, these may not be suitable for medical education in India because of differences in the structure of training programs, spectrum of cases, hospital protocols, availability of universal medical insurance and availability of expensive laparoscopic equipment like energy sealing devices and staplers for anastomosis.…”

Section: Introductionmentioning

confidence: 99%

Educational Utility of Social Media for Laparoscopic Surgery in India: A Cross-Sectional Survey of Popular Indian Communities on Facebook

Rajan

Pillai

Varghese

2021

AMEP

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Introduction:The Covid pandemic and social distancing has adversely impacted the conventional apprenticeship method of postgraduate training in laparoscopic surgery. Social media may be a useful adjunct for laparoscopic training, but its utility in developing countries like India has not been studied carefully. This paper describes an observational, cross-sectional study on the educational utility of Facebook groups based in India and which focus on laparoscopic gynecologic surgery. Methods: The most popular Facebook groups involving Indians and focusing on laparoscopic gynecology were identified using appropriate search terms as well as inclusion and exclusion criteria. Demographic data related to the groups, the authors of posts as well as descriptive statistics of all the posts during the study period were collected and appropriate statistical analysis was performed. Results: All the groups in this study were large and growing steadily. Posts related to laparoscopy were more likely to be videos, dealing with operative techniques and having educational value for postgraduate residents (p value < 0.001) compared to posts unrelated to laparoscopic surgery. The majority of posts (88.2%) presented original content created by group members rather than material shared from other sources. Members preferred to share laparoscopic content using links to their personal YouTube channels rather than using institutional YouTube channels, dedicated websites for laparoscopic surgery or direct posts on Facebook. Group members liked educational content and laparoscopic surgery-related content significantly more than other content. Only 16.7% of the laparoscopic surgeons could be identified to be working in academic institutes. Conclusion: Social media for medical education has inherent advantages and disadvantages. This article provides objective data regarding its utilisation in a developing country in the midst of the Covid pandemic, and provides a guide for further research and development of innovative teaching methods.

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Section: Introductionmentioning

confidence: 99%

Educational Utility of Social Media for Laparoscopic Surgery in India: A Cross-Sectional Survey of Popular Indian Communities on Facebook

Rajan

Pillai

Varghese

2021

AMEP

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“…Integrating Facebook into existing workflows and ensuring sufficient resources and personnel can be a daunting prospect (Rezende da Cunha Júnior et al, 2019;Simsek et al, 2020). The study also highlighted that limited internet connectivity hinders the effective use of Facebook to share knowledge, particularly in areas with inadequate infrastructure (Todorovic et al, 2021;Simsek et al, 2020).…”

Section: Discussion Of Research Resultsmentioning

confidence: 99%

Unlocking the Potential of Facebook as a Versatile Platform for Knowledge Sharing

Enwereji,

Van Rooyen,

Morgan

2024

RESSAT

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Social network sites, most notably Facebook, have fundamentally transformed the way information is transferred, received, and shared by individuals and organisations. This article explores the diverse contexts in which Facebook is utilised as a knowledge-sharing instrument, along with the key challenges encountered in adopting Facebook as a knowledge-sharing instrument. It also indicates the gaps in adopting Facebook as a knowledge-sharing instrument. In a systematic literature review, 400 articles accomplishing the research objectives were identified. The findings revealed that Facebook can be used in different contexts. Greater awareness of Facebook’s versatility as a platform for knowledge sharing across various domains is recommended. This article also advises that the challenges related to cost, time investment and technical expertise be addressed, and emphasises the need for education and training.

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“…Similarly, Facebook features can be used for collaborative learning and communication. 37 Many studies claim that online and face to face teaching ensures the same outcomes but one has to be skeptical. 38,39 The psychomotor and affective domain can only be learned best in the real-life scenarios.…”

Section: Resultsmentioning

confidence: 99%

Paradigm shift in medical education due to the COVID-19 pandemic: guidelines for developing a blended learning curriculum in medical education

Rafi¹,

Anwar

Younas³

et al. 2022

F1000Res

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Background: The coronavirus disease 2019 (COVID-19) pandemic has transformed the world’s economy, health and education in a blink of an eye. Almost 1 billion learners have been affected across the globe. This has resulted in a paradigm shift to blended learning. Therefore, it was felt necessary to provide practical guidelines for the development of blended curriculum in medical education. It would help to overcome the challenges faced due to unprecedented transformation of medical education on account of pandemic. Methods: Guidelines based on personal experience of the authors and literature search were developed using the complex adapted blended learning system (CALBS) framework. Seven experts developed these guidelines using the nominal group technique. The consent form and literature for CABLS framework was shared with experts. The experts developed the guidelines independently during phase one of the technique. After a given time, phase 2 started with moderator mediated discussion about the individual guidelines developed by the experts. After discussion and mutual consensus four types of guideline ideas were developed. During the third phase the experts ranked the guideline ideas on a scale of 1 to 5. The guideline idea that ranked highest was selected as a final guideline for developing a blended learning curriculum. Results: The group consensus resulted in developing seven guidelines for a blended course or curriculum in medical education. These guidelines are based on a conceptual framework supplemented by expert’s own personal experience and current evidence from literature. Conclusions: These guidelines would provide a comprehensive and systematic approach to develop a blended learning curriculum in medical education.

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Twelve tips for using Facebook as a learning platform

Cited by 15 publications

References 40 publications

Educational Utility of Social Media for Laparoscopic Surgery in India: A Cross-Sectional Survey of Popular Indian Communities on Facebook

Educational Utility of Social Media for Laparoscopic Surgery in India: A Cross-Sectional Survey of Popular Indian Communities on Facebook

Unlocking the Potential of Facebook as a Versatile Platform for Knowledge Sharing

Paradigm shift in medical education due to the COVID-19 pandemic: guidelines for developing a blended learning curriculum in medical education

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