Roles and Functions of a Non-Academic Medical School Facebook Page from the Student Perspective: A Study of Usage and Survey Data
Keywords:Social media, Medical education, Social support, Medical faculty, Medical students
Background: Facebook is a well-established social networking platform that is commonly used by medical schools as an educational resource, but there are few studies assessing the roles of a non-academic Facebook page in medical education. Cardiff University uses Facebook primarily as a student support and engagement platform through its ‘C21’ Facebook Page; this study aimed to explore the use of the page by students, as well as their perceptions on the value of the page and the appropriateness of social media use by the medical school.
Methods:Authors collected and analyzed C21 Facebook Page usage data to obtain descriptive information on reach, engagement and content. They also distributed an anonymized survey to evaluate and explore users’ interest in, experience of and engagement with the content.
Results: Of the 1021 posts on the page in 2019, the highest post-engagement rate occurred in the?Student or Staff News?category (13.5%) and the lowest in?Medical Research News?(3.5%). Survey feedback on the page was overwhelmingly positive (n=89; 84.8%), and respondents reported a high degree of trust (n=95; 90.5%) in the page. Students would like to see more ‘Curriculum Vitae (CV)-building’ Opportunities advertised on the page.
Conclusion:The C21 Facebook Page is an important resource in developing community within the medical school and facilitating student engagement with both the C21 course and wider medical opportunities. It is perceived as an appropriate channel of communication between the medical school and students.
Anderson B, Fagan P, Woodnutt T, Chamorro-Premuzic T. Facebook psychology: Popular questions answered by research. Psychol Pop Media Cult. 2012;1(1):23-37. doi:10.1037/a0026452. DOI: https://doi.org/10.1037/a0026452
Statista. Number of monthly active Facebook users worldwide as of 2nd quarter 2021. Available from: https://www.statista.com/statistics/264810/number-of-monthly-active-facebook-users-worldwide/. Last updated Sept 10, 2021. Cited Sept 14, 2021
Ali A. Medical students’ use of Facebook for educational purposes. Perspect Med Educ. 2016;5(3):163-169. doi:10.1007/s40037-016-0273-5 Ali A. Medical students’ use of Facebook for educational purposes. Perspect Med Educ. 2016;5(3):163-169. doi:10.1007/s40037-016-0273-5 DOI: https://doi.org/10.1007/s40037-016-0273-5
Facebook for Business. About Boosting a Post on Facebook | Facebook Ads Help Center. Available from: https://www.facebook.com/business/help/240208966080581?id=352109282177656&locale=en_GB. Last updated October 7, 2021; cited October 7, 2021.
Estus EL. Using facebook within a geriatric pharmacotherapy course. Am J Pharm Educ. 2010;74(8):145. doi:10.5688/aj7408145. DOI: https://doi.org/10.5688/aj7408145
Jaffar A. Exploring the use of a Facebook page in anatomy education. Anat Sci Educ. 2014;7:199:208 DOI: https://doi.org/10.1002/ase.1404
Divall M V., Kirwin JL. Using facebook to facilitate course-related discussion between students and faculty members. Am J Pharm Educ. 2012;76(2):1-5. doi:10.5688/ajpe76232 DOI: https://doi.org/10.5688/ajpe76232
Cain J, Policastri A. Using facebook as an informal learning environment. Am J Pharm Educ. 2011;75(10):1-8. doi:10.5688/ajpe7510207 DOI: https://doi.org/10.5688/ajpe7510207
Ravindran R, Kashyap M, Lilis L, Vivekanantham S, Phoenix G. Evaluation of an online medical teaching forum. Clin Teach. 2014;11(4):274-278. doi:10.1111/tct.12139 DOI: https://doi.org/10.1111/tct.12139
Pickering JD, Bickerdike SR. Medical student use of Facebook to support preparation for anatomy assessments. Anat Sci Educ. 2017;10(3):205-214. doi:10.1002/ase.1663 DOI: https://doi.org/10.1002/ase.1663
Chan WSY, Leung AYM. Use of social network sites for communication among health professionals: Systematic review. J Med Internet Res. 2018;20(3). doi:10.2196/jmir.8382 DOI: https://doi.org/10.2196/jmir.8382
Mawdsley A, Schafheutle EI. Using Facebook to support learning and exam preparation in a final-year undergraduate pharmacy clinical therapeutics module. Curr Pharm Teach Learn. 2015;7(6):869-875. doi:10.1016/j.cptl.2015.08.010 DOI: https://doi.org/10.1016/j.cptl.2015.08.010
Kostka-Rokosz MD, Camiel LD, McCloskey WW. Pharmacy students’ perception of the impact of a Facebook-delivered health news service-Two-year analysis. Curr Pharm Teach Learn. 2014;6(4):471-477. doi:10.1016/j.cptl.2014.04.007 DOI: https://doi.org/10.1016/j.cptl.2014.04.007
ACPA & NASPA. Professional Competency Areas for Student Affairs Educators. Available from: https://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf. Last updated August 31, 2015; cited September 14, 2021.
Flynn S, Hebert P, Korenstein D, Ryan M, Jordan WB, Keyhani S. Leveraging Social Media to Promote Evidence-Based Continuing Medical Education. Woolfall K, ed. PLoS One. 2017;12(1):e0168962. doi:10.1371/journal.pone.0168962 DOI: https://doi.org/10.1371/journal.pone.0168962
Wang AT, Sandhu NP, Wittich CM, Mandrekar JN, Beckman TJ. Using social media to improve continuing medical education: A survey of course participants. Mayo Clin Proc. 2012;87(12):1162-1170. doi:10.1016/j.mayocp.2012.07.024 DOI: https://doi.org/10.1016/j.mayocp.2012.07.024
Nicolai L, Schmidbauer M, Gradel M, et al. Facebook groups as a powerful and dynamic tool in medical education: Mixed-method study. J Med Internet Res. 2017;19(12). doi:10.2196/jmir.7990 DOI: https://doi.org/10.2196/jmir.7990
Eaton PW, Pasquini L, Ahlquist JR, Gismondi A. Student Affairs Professionals on Facebook: An Empirical Look. J Stud Aff Res Pract. Published online 2020. doi:10.1080/19496591.2020.1727343 DOI: https://doi.org/10.1080/19496591.2020.1727343
Abreu J, Stephenson T. Origins and functions of a medical school Facebook page – a case study. Poster presented at AMEE: An International Association for Medical Education; 2016 Aug 28-31; Barcelona. [cited 2022 March 14] Available from: https://www.amee.org/getattachment/Conferences/AMEE-Past-Conferences/AMEE-2016/1-AMEE-2016-Abstract-Book-FULL-BOOK-UPDATED-Online-POST-CONFERENCE.pdf
Chretien KC, Tuck MG, Simon M, Singh LO, Kind T. A Digital Ethnography of Medical Students who Use Twitter for Professional Development. J Gen Intern Med. 2015;30(11):1673-1680. doi:10.1007/s11606-015-3345-z DOI: https://doi.org/10.1007/s11606-015-3345-z
Markham MJ, Gentile D, Graham DL. Social Media for Networking, Professional Development, and Patient Engagement. Am Soc Clin Oncol Educ B. 2017;37(37):782-787. doi:10.1200/edbk_180077 DOI: https://doi.org/10.1200/EDBK_180077
Alsobayel H. Use of Social Media for Professional Development by Health Care Professionals: A Cross-Sectional Web-Based Survey. JMIR Med Educ. 2016;2(2):e15. doi:10.2196/mededu.6232 DOI: https://doi.org/10.2196/mededu.6232
Dennen VP, Myers JB. Virtual Professional Development and Informal Learning via Social Networks. 1st ed. IGI Global; 2012. doi:10.4018/978-1-4666-1815-2 DOI: https://doi.org/10.4018/978-1-4666-1815-2
Rolls K, Hansen M, Jackson D, Elliott D. How health care professionals use social media to create virtual communities: An integrative review. J Med Internet Res. 2016;18(6). doi:10.2196/jmir.5312 DOI: https://doi.org/10.2196/jmir.5312
Cheston CC, Flickinger TE, Chisolm MS. Social media use in medical education: A systematic review. Acad Med. 2013;88(6):893-901. doi:10.1097/ACM.0b013e31828ffc23 DOI: https://doi.org/10.1097/ACM.0b013e31828ffc23
Cain J. Online social networking issues within academia and pharmacy education. Am J Pharm Educ. 2008;72(1):10. doi:10.5688/aj720110 DOI: https://doi.org/10.5688/aj720110
Cain J, Scott DR, Akers P. Pharmacy students’ facebook activity and opinions regarding accountability and e-professionalism. Am J Pharm Educ. 2009;73(6). doi:10.5688/aj7306104 DOI: https://doi.org/10.5688/aj7306104
- 2022-10-21 (3)
- 2022-09-28 (2)
How to Cite
Copyright (c) 2022 Qi Zhuang Siah, Ella Sykes, Caitlin Golaup, Julie Browne
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
- Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
- The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
- Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site; with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
- The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
- Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
- The Author represents and warrants that:
- the Work is the Author’s original work;
- the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
- the Work is not pending review or under consideration by another publisher;
- the Work has not previously been published;
- the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
- the Work contains no libel, invasion of privacy, or other unlawful matter.
- The Author agrees to indemnify and hold Publisher harmless from the Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.
Enforcement of copyright
The IJMS takes the protection of copyright very seriously.
If the IJMS discovers that you have used its copyright materials in contravention of the license above, the IJMS may bring legal proceedings against you seeking reparation and an injunction to stop you using those materials. You could also be ordered to pay legal costs.
If you become aware of any use of the IJMS' copyright materials that contravenes or may contravene the license above, please report this by email to email@example.com
If you become aware of any material on the website that you believe infringes your or any other person's copyright, please report this by email to firstname.lastname@example.org