Leo Nicolai|Moritz L. Schmidbauer|Maximilian Gradel|Sabine Ferch|Sofía Antón|Boj Hoppe|Tanja Pander|Philip von der Borch|Severin Pinilla|Martin R. Fischer|Konstantinos Dimitriadis
Facebook Groups as a Powerful and Dynamic Tool in Medical Education: Mixed-Method Study
Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München
social networking sites particular facebook predominant students social life varying degrees interwoven medical curriculum particularly facebook groups identified potential higher education however paucity data user types content dynamics studyrelated facebook groupsthe aim study identify role studyrelated facebook group use characterize medical students use avoid using facebook groups demographics participation pattern motivation analyze student posting behavior covered topics dynamics limitations facebook groups regards educational usageusing multimethod approach interviews focus groups qualitative quantitative analysis facebook posts analyzed two representative facebook groups medical preclinical semesters ludwigmaximiliansuniversity lmu munich facebook primary posts replies one semester extracted evaluated using thematic content analysis developed applied coding scheme studying frequency distribution posts additionally interviewed students various degrees involvement groups well new minorities students registered facebookfacebook groups seem evolved main tool medical students lmu complement curriculum discuss studyrelated content facebook groups selforganizing quickly adapt organizational subjectrelated challenges posed curriculum wide range topics covered dominance organizationrelated posts 5835 691611853 overall posts measuring reply rates comments per category able identify learning tips strategies material sharing course content discussions relevant categories rates adequate replies categories ranged 78 1114 100 1313 number comments per post ranged 84 137 compared average overall reply rate 6869 11671699 39 comments per post user typology revealed social media drivers 30 posts per semester engines group function frequent users 1130 posts majority average users acting rather consumers lurkers 110 postsfor moment medical faculty active involvement groups therefore influence accuracy information professionalism ethical issues nevertheless faculty could future benefit extracting relevant information identifying common problems understanding semesterrelated dynamics