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

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  • 1Midwestern University Chicago College of Pharmacy, 555 31st Street, Downers Grove, IL 60515, United States.

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Pharmacy students use Facebook® for informal peer groups during advanced pharmacy practice experiences (APPEs), finding it a source of motivation and support, though preferring private communication for detailed information. This highlights social media's potential for virtual learning communities.

Keywords:
APPEExperiencesFacebook(®)Social mediaStudents

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Area of Science:

  • Pharmacy Education
  • Social Media in Higher Education
  • Experiential Learning

Background:

  • Investigating the use of Facebook® by pharmacy students for professional peer interactions.
  • Assessing the formation of formal and informal workplace-based peer groups during APPEs.

Purpose of the Study:

  • To understand if pharmacy students utilize Facebook® for peer learning and information sharing during APPEs.
  • To explore the nature and extent of social media use in professional development for pharmacy students.

Main Methods:

  • Recruited fourth-year pharmacy students from two colleges.
  • Conducted focus groups with students who met inclusion criteria (completed ≥2 APPEs, local rotation, Facebook® profile).
  • Employed thematic analysis to interpret student responses regarding social media use.

Main Results:

  • Students used Facebook® to gather information on rotation expectations, roles, and preceptors.
  • Interaction frequency and depth varied; most preferred private communication channels for detailed learning.
  • Facebook® was recognized as a valuable tool for motivation and support during experiential learning.

Conclusions:

  • Social media platforms like Facebook® can facilitate the creation of virtual workplace-based peer groups for students.
  • Pharmacy institutions may integrate social media into programs supporting formal workplace learning.