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Social networking sites, in particular Facebook, are not only predominant in students’ social life but are to varying degrees interwoven with the medical curriculum. Particularly, Facebook groups have been identified for their potential in higher education. However, there is a paucity of data on user types, content, and dynamics of study-related Facebook groups.
The aim of this study was to identify the role of study-related Facebook group use, characterize medical students that use or avoid using Facebook groups (demographics, participation pattern, and motivation), and analyze student posting behavior, covered topics, dynamics, and limitations in Facebook groups with regards to educational usage.
Using a multi-method approach (interviews, focus groups, and qualitative and quantitative analysis of Facebook posts), we analyzed two representative Facebook groups of medical preclinical semesters at Ludwig-Maximilians-University (LMU) Munich. Facebook primary posts and replies over one semester were extracted and evaluated by using thematic content analysis. We developed and applied a coding scheme for studying the frequency and distribution of these posts. Additionally, we interviewed students with various degrees of involvement in the groups, as well as “new minorities,” students not registered on Facebook.
Facebook groups seem to have evolved as the main tool for medical students at LMU to complement the curriculum and to discuss study-related content. These Facebook groups are self-organizing and quickly adapt to organizational or subject-related challenges posed by the curriculum. A wide range of topics is covered, with a dominance of organization-related posts (58.35% [6916/11,853] of overall posts). By measuring reply rates and comments per category, we were able to identify learning tips and strategies, material sharing, and course content discussions as the most relevant categories. Rates of adequate replies in these categories ranged between 78% (11/14) and 100% (13/13), and the number of comments per post ranged from 8.4 to 13.7 compared with the average overall reply rate of 68.69% (1167/1699) and 3.9 comments per post. User typology revealed social media drivers (>30 posts per semester) as engines of group function, frequent users (11-30 posts), and a majority of average users acting rather as consumers or lurkers (1-10 posts).
For the moment, the medical faculty has no active involvement in these groups and therefore no influence on accuracy of information, professionalism, and ethical issues. Nevertheless, faculty could in the future benefit by extracting relevant information, identifying common problems, and understanding semester-related dynamics.
Social networking sites (SNSs), led by Facebook with almost two billion monthly active users worldwide in early 2017, transform the way we perceive the world, as well as how we communicate and socialize [
Different people use Facebook for different purposes. Kumar et al (2010) described three roles people can take in regards to social media evolution: (1)
According to Stutzman et al (2006), individuals use Facebook for leisure, to learn about each other, or for communication purposes [
These technical features make effective aggregation and modification of knowledge and information possible; they make connectivity and social support easier and therefore, contribute significantly to the creation of new content. For these exact reasons, Lee and McLoughlin (2008) also identified social media as pedagogical tools [
Some researches compare social media platforms, such as Facebook, to web based educational tools [
However, the educational use of SNSs and its effects are still insufficiently examined. Although Facebook groups have been identified as being useful in faculty-rooted course support, as well as representing organic (self-organizing) student-based learning environments [
Facebook groups allow a quick and easy organization of individuals with related interests or characteristics, who can then share posts, pictures, and material on the group’s wall [
Their technical features have led to some excitement among educators, as they provide a student-centered platform ideally suited for peer-generated content, peer-to-peer communication, and learning and interactive support, combined with social aspects such as peer-mentoring and personal interaction and bonding [
However, SNS use in education comes with relevant caveats, as some studies hint at problems in structure and (self-) organization, domination of groups and discussions by individuals, feelings of incapability by weaker users, and deviation from educational goals [
Measurement of benefits has been elusive, and various pitfalls and dangers of SNS integration into curricula have been reported, for example, privacy issues, online misconduct, and the so-called
In light of these findings, however, a clear picture on educational usage of Facebook groups has yet to emerge to assess to what extent medical faculties can take educational advantage of these networks. In particular, there is a lack of data on user motivation, user typologies, subjective benefits, and limitations, as well as patterns of posting behavior of students necessary for further analysis and integration into existing (learning) theories [
The medical faculty at LMU Munich offers a unique opportunity of further research in the field of educational usage of social media, as the majority of medical students of each preclinical year join year and cohort specific, semester-spanning Facebook groups (ie, named “LMU medical students starting in winter semester 12/13,” used throughout the medical studies of the respective cohort).
We identified two relevant Facebook groups (with participants enrolled in the first and second preclinical year, respectively) by combining the Facebook search function and word-of-mouth advice by enrolled students. The results of the additional interviews and focus groups confirmed that educational usage of Facebook among medical students in the first preclinical years almost exclusively takes place in these groups. Both closed groups used self-identifying names, stating the university (LMU Munich), study subject (medicine), and year of the cohorts’ initial semester (October 2012 or October 2013, respectively).
The groups were initiated by students and required an application for membership, followed by the acceptance through users already in the group. Students formed the first group we studied in their first preclinical semester, 2 or 3 weeks before the first official university event.
A multi-method approach was applied to answer the aforementioned research objectives. For characterization of medical students involved in Facebook groups, we conducted focus groups among Facebook users and structured interviews of specific student groups (
Groups were double checked by comparing the list of participants with the list of students enrolled in the respective preclinical semester.
All posts and comments of one academic semester (September 2013 to February 2014) were extracted using a custom script leveraging the Facebook Graph API for both groups, which were termed first preclinical year (PCY1) and second preclinical year (PCY2). Raw data contained content, poster identity document, and date for primary posts and replies. Further analysis was implemented in Excel 2010 (Microsoft).
Due to expected saturation of data, we applied a thematic and content analysis of 10% of 1246 (PCY1) and 1168 (PCY2) total primary posts in each group over the course of one semester. The 10% analyzed primary posts were randomly chosen from all primary posts throughout the whole semester to avoid selection bias. Two experienced members of the research team independently defined categories with anchoring examples. Nine main categories were defined in the final general coding scheme.
This scheme was used for coding the remaining 90% of posts and for quantification thereof (see
Statistical Package for the Social Sciences (SPSS) version 23 (IBM Corp) was used for statistical analysis. Independent samples Mann Whitney
To further assess motivation to join in Facebook groups, participation pattern, posting behavior, and efficiency, we conducted two semistructured focus groups using a precise focus group protocol to ensure consistency over various moderators and sessions (
Moreover, an outside perspective was gained by contacting students of medicine at the LMU Munich not registered on Facebook, so called
(a) Qualitative coding scheme for preclinical year 1 (PCY1) and preclinical year 2 (PCY2) groups. Categories and subordinate categories were identified. The shaded boxes indicate categories used for quantitative coding. (b) Number of total posts (primary posts and comments) in PCY1 and PCY2, grouped into the four dominant categories.
All interviews and focus groups were audiorecorded and transcribed. For content analysis regarding the semistructured interviews and focus groups, two independent researchers developed a coding system by abstracting and categorizing the statements of the respective subgroups using MAXQDA (VERBI GmBH). Divergent coding was discussed and resolved.
The LMU ethics committee reviewed the research design and exempted the study from additional ethical approval. Confidentiality and anonymity with regard to electronic data was maintained throughout the study. Any names or potentially identifying information were removed before analyzing the data. The authors had no personal connections to the groups or were not registered members of the groups studied. In addition, authors involved in data analysis only had anonymized data to their disposal. Quotes were all translated from German to English for this manuscript. Pseudonyms were used to maintain confidentiality and anonymity.
At the time of data extraction, the PCY1 group counted 1213 members, with 71.2% (n=863) of members contributing at least one post per semester, named
Approximately 6000 posts were extracted from each group, with about one-fifth of posts representing primary posts (see
All focus group participants (n=21, 12 female, and 9 male students) were registered on Facebook and were using semester-spanning groups. Motivation for setting up a Facebook account was mainly socializing and staying in touch with (international) friends and acquaintances. Nevertheless, 2 students registered solely for being able to join the aforementioned student groups. Students agreed that the overwhelming majority of their cohort were members in the respective groups. Medical students in their semesters that were not members of Facebook represented “[...] isolated cases,” as stated by a participant. When asked about relevant subgroups defined by posting behavior, one student stated that “[...] there is always the same 50 people that are very active [...].”
Students expressed that in semester groups, mainly student-related topics were covered and that organization-related posts were prominent among these. Apart from that, technical- and content-related information was regarded as important. Others recalled that content included scripts, exam questions, lecture slides, advertisements, course swaps, and selling of material such as medical books.
Group demographics and characteristics. Demographics of the analyzed preclinical year 1 (PCY1) and preclinical year 2 (PCY2) group. Active users were defined as users with at least one post per semester. For user typology, user activity was divided into arbitrary groups, each contributing about one-third of posts. We defined social media drivers as members with >30 posts per semester, frequent posters with 11 to 30 posts, and lurkers with 1 to 10 posts per semester.
Group characteristics | Preclinical year 1 | Preclinical year 2 | |
Active users, n (%) | 863 (71.15) | 728 (63.40) | |
Social media drivers | 28 (3.2) | 34 (4.7) | |
Frequent posters | 130 (15.1) | 131 (18.0) | |
Lurkers | 705 (81.7) | 563 (77.3) | |
Social media drivers | 1286 (21.70) | 1718 (28.99) | |
Frequent posters | 2270 (38.31) | 2300 (38.81) | |
Lurkers | 2370 (39.99) | 1909 (32.21) | |
Primary posts, n (%) | 1168 (19.71) | 1246 (21.02) | |
Average comment or primary post | 4.1 | 3.8 |
Students’ perspective on benefits and limitations of study-related Facebook use is detailed in
In semistructured interviews (n=4), this subgroup reported using Facebook for educational as well as private purposes on a daily basis. When asked about their behavior and motivation for extensive posting in the respective groups, we identified two distinct subtypes:
Some
The second subtype comprised students that perform below average and use Facebook groups to get support. Contrary to the first subtype that contributes in sharing information, this subgroup seems to post more questions. For example, one student stated, “I was very [active], since I repeatedly had questions concerning upcoming exams.” The interviewed students did not express concerns regarding excessive peer pressure, ridicule, or unqualified answers to their numerous questions.
Social media drivers were aware of the imbalance of providing and consuming resources on Facebook and the consecutive varying roles of students in those groups. However, they did not see this nor “steering” the group in certain directions as problematic. From their perspective, the heterogeneity does not interfere with functionality. However, even this preselected group is experiencing limitations when it comes to organizing and administrating posts to maintain a structured way of presenting gathered information. The overall relevance of Facebook for academic outcome was evaluated to be significant (“I do think that access to important information is limited for people not participating in Facebook groups [...]”).
The interviewed students in that subgroup (n=6) were not members of Facebook at the time of the study, but most used other elements of social media such as Twitter and WhatsApp. They are aware of their minority status regarding (educational) Facebook usage and acknowledged Facebook groups as a highly relevant source for study-related content. One student even stated that “[...] I have to say I can’t directly compensate the losses [in study-related info or material]” he suffered by not participating in Facebook groups.
When asked for reasons for their behavior, they mainly expressed concerns also mentioned by Facebook users in focus groups (
Qualitative content analysis—students’ perspective on benefits and limitations of study-related Facebook groups. Through a qualitative content analysis, benefits and limitations of Facebook groups were extracted from conducted interviews and focus groups.
Categories and subcategories | Anchoring example | ||
Mutual dependence | |||
Information overload or disorganization | |||
Factual knowledge | |||
Peer pressure | |||
Reliability | |||
Rudeness | |||
Commercialization | |||
Permanent availability | |||
Distraction | |||
Anonymity | |||
Misleading presentations | |||
Mismatch with introverted personalities | |||
Limited protection of privacy | |||
Dependence and irrational involvement | |||
Limited control by faculty or dark net | |||
Collective knowledge | |||
Established platform | |||
Free of charge | |||
Effectiveness | |||
Connecting individuals with mutual interests | |||
Exclusive information | |||
Mass media | |||
Intuitive handling | |||
Mobility | |||
Innovation | |||
Live blog | |||
Online databank | |||
Diversity | |||
Social network |
To access information their peers got through Facebook groups, they utilized alternate ways of communication and contacted different people, for example, writing emails to peers or contacting them in person. They relied on official university platforms and forums, bought printed versions of lecture notes in copy shops, and selectively contacted experts such as peers and faculty members to get support. Two students contacted their fellow students to explicitly gain peer-mediated access to Facebook group content. One student even practiced periodic registration and deregistration on Facebook.
An overview of topics discussed in both groups is presented in
We identified two subcategories of posts concerning organizational themes: study- and nonstudy-related. The part of the groups’ posts addressing nonstudy-related organizational issues covered mainly housing in Munich or insurance. In addition, information concerning student jobs and leisure activities were also posted.
The most abundant posts referred to study-related organizational issues. Four subcategories could be identified: (1) general organizational issues (eg, questions concerning course attendance regulations, procedures in case of illness, semester schedule, and directions to classes); (2) Information regarding courses, exams, and clerkships (eg, content-related information, duration, point in time, and prerequisites); (3) problems (difficulty with log-in on university online platforms or overlaps in course schedule); and (4) course swapping.
Qualitative content analysis—discussed topics. Qualitative content analysis of 10% of posts was used to classify posts. The evolved coding scheme was then applied to the remaining 90% of posts and supplemented to accommodate all posts. Categories, subcategories, and an anchoring example are depicted here.
Categories and subcategories | Anchoring example | |
Housing | ||
Jobs or free time activities | ||
General organization | ||
Course or exam or clerkship specific information | ||
Problems and issues | ||
Course swapping | ||
Tips or recommendations | ||
Learning strategies | ||
Content specific info | ||
Sharing of material | ||
Study related | ||
Nonstudy related | ||
Meta-organization | ||
Live ticker | ||
Lost and found | ||
Social networking |
Most of these posts were related to the curriculum and therefore, also to the subjects being taught at the respective point in time. We further differentiated between tips or recommendations, learning strategies, contextual information, and material sharing.
Students referred to their cohort requesting individual tips, mostly on books and study material. In addition, questions concerning choice of electives were often posted. Others seek advice on learning strategies (which course to visit, when to start preparing for specific exams, and which study material to use). Apart from strategy and tips, content-related information on courses and exams was also shared and requested (questions left unanswered after the end of the lecture and unclear multiple choice questions).
Sharing of learning material and lecture notes could also be found in the Facebook groups we analyzed. This often consisted of exchange of exams or tests of previous years, including sample solutions, scripts, and even books.
As shown in the focus group, advertisements and unsolicited notifications play a (detrimental) role in semester-spanning Facebook groups. We found a number of study-related advertisements that aimed at motivating students to participate in electives or other optional offers and commercial courses. Furthermore, group members looking for volunteers for research projects posted requests and compensation offers.
Nonstudy-related advertisements consisted of leisure activities and events, for example, announcements of parties, sale of concert tickets, and other extracurricular activities including nongovernmental organization call for action.
In several instances, members of the PCY1 group used this platform to post links to new Facebook groups of a course specific subgroup. In addition, students discussed about their communication through these groups, proposing rules or criticizing inappropriate behavior. This is an example of meta-organization. Another interesting finding was the use of the group as a
We also found a use of the group as a
In addition, social networking was present in both groups and covered different aspects. For example, students looked through postings in the group for other students who shared certain characteristics. Some of the features mentioned were above average age, mother- or fatherhood, sports interest, music instrument, or common country or town of origin. In addition, the group was used to find and contact individuals that students had met in person.
The groups were used to increase economic efficiency. Students could easily identify others with whom they could share expensive medical books or car rides to similar destinations.
Moreover, the groups were used to voice and organize political interests of the cohort. In more than one instance, students mobilized using the groups to defend their interests toward faculty (in that particular semester eg, many posts referred to an ongoing conflict between students and the physics department).
Finally, an amount of posts with humorous content were posted. Students posted study-related images, interesting articles, or videos and jokes often related to extensive studying or clichés and stereotypes of the medical profession.
Overall posts (primary posts and replies) amounted to 5926 in PCY1 and 5927 in PCY2, showing a sustained posting pattern in the second year (see
Posts about organizational issues dominated both groups and were equally represented in the first and second year group (58.77%, 3483/5926 in PCY1 and 57.92%, 3433/5927 in PCY2). In contrast, posts on subject matters were almost twice as frequent in the second year group (19.52%, 1157/5926 in PCY1 and 32.73%, 1940/5927 in PCY2) and reflected the second most represented category in that group. On the other hand, students in the first year group posted more about social networking, free-time activities, and sharing of nonstudy-related material (other topics: 31.10%, 1843/5926). Notifications or advertisements were represented relatively similar in both groups (12.50%, 741/5926 in PCY1 and 8.27%, 490/5927 in PCY2;
By correlating the posting frequencies in all nine main categories we defined over time with exams and other major semester milestones, we found a strong correlation between posting behavior and external events (
(a) Percentage of total posts in preclinical year 1 (PCY1) and preclinical year 2 (PCY2) contributed by subgroups that posted 1 to 10 (lurkers), 11 to 30 (frequent posters), and >30 posts (social media drivers) through the course of one semester. (b) Contribution of social media drivers (>30 posts) to primary posts, comments, and overall posts (primary and comments). (c) Contribution of social media drivers to identified categories.
Number preclinical year 1 (PCY1) posts per semester week, divided into identified categories. Time axis (weeks) shows relevant semester events (arrows).
Number preclinical year 2 (PCY2) posts per semester week, divided into identified categories. Time axis (weeks) shows relevant semester events (arrows).
Posts concerning subject matter peaked in weeks before the exams. In PCY1, we saw a maximum number of posts on the subject matter during weeks 47 and 7, correlating to the first exams of anatomy and neuroanatomy, respectively. In PCY2, posts on subject matter clustered in week 42, which corresponds to the biology exam, as well as the start of the physics practical course and in weeks 47/48, when PCY2 students took their physics and physiology exam (average 227.8 posts during these weeks vs semester average 34.5 posts,
In both groups, frequencies in all categories dropped in calendar weeks 52, 53, and 1, which corresponds to the Christmas and New Year semester break (PCY1: semester average 217.6 posts vs semester-break average 23.3 posts,
We found that in the first year, 63.13% (738/1169), and in the second year, 77.13% (961/1246) of the total primary posts were questions. Overall, 67.2% (496/738) and 69.8% (671/961), respectively of these questions received satisfactory replies. Questions in the categories “notification” or “other topics” were answered in half or less of cases, whereas questions on subject matter were sufficiently answered in 78% to 100% of cases, depending on subcategory and semester. Study-related organizational questions, which were the bulk of all posts, were answered in 75.9% (341/449) and 76.2% (428/562) of cases in PCY1 and PCY2 groups (
A similar pattern was apparent when counting average replies per category (
In both PCY1 and PCY2,
(a) In-detail analysis of comments per primary post, in all identified, coded categories. (b) Replies coded for percentage of constructive answers to questions in different categories.
Facebook groups seem to have evolved as the main online social communities for medical students at LMU to complement the curriculum and to discuss study-related content. User typology revealed social media drivers (>30 posts per semester) as engines of group function, frequent users (11-30 posts), and a majority of average users acting rather as consumers or lurkers (1-10 posts). A wide range of topics is covered with a dominance of organization-related posts. By measuring reply rates and comments per category, we were able to highlight learning tips and strategies, material sharing, and course content discussions to be strengths of these groups. These Facebook groups are self-organizing and quickly adapt to organizational or subject-related challenges posed by the curriculum.
In line with a number of studies that show an increase in students’ usage of social media for educational purposes [
Although some of Mason’s essential attributes for educational usage of social media, such as communication, material sharing, and peer feedback can also be found in blogs, wall posts, and forums, these elements can be conveniently implemented using Facebook groups [
Next to an educational role deriving from content-related posts, exchange of learning strategies, and feedback, an additional educational value concerning new media literacy skills can be postulated. According to Jenkins, the participation in online social media leads to creation and sharing of information, as well as collaboration with associated individuals. He defined these skills as vital for learning [
Virtually all medical students in our faculty seem to be using Facebook groups, if only as passive consumers. It is remarkable that the majority of students in both groups contributed at least one post throughout the semester. The higher number of members in the groups compared with the respective, official student enrollment in each semester could be because of older students joining the group for support and information. For example, the student council encourages older students participating in a first year peer mentoring program to join the respective groups to share information and organize meetings. This might actually add a beneficial vertical axis in information sharing and support.
We identified four main types of students: (1)
Interviews with
An imbalance in contribution, as present in this case, could create an environment dominated by few, which dictate topics and discussions. However, we identified three arguments making a strong case against this assumption: (1) Posting analysis revealed that
Interestingly, although Facebook networks are normally formed based on existing offline social networks or even offline latent ties [
It needs to be mentioned that the sample size for focus groups (n=21) and interviews (n=10) was small considering the amount of students involved in the group (n=2362), and we can therefore not exclude additional user types to be present. Nevertheless, saturation analysis showed extensive redundancy between the two focus groups.
Through analyzing all posts in PCY1 and PCY2 over the course of one semester, we were able to qualitatively identify relevant topics, as well as quantitatively assess frequencies and posting patterns. By using a thematic content analysis approach, combining it with a thorough semester-long evaluation, we could reduce biases and get a more holistic impression.
All five themes that emerged in Selwyn’s study (2009) through analysis of Facebook wall activity at Coalsville [
The majority of information exchanged in both groups we examined concerned organizational issues. The almost identical amount of posts in that category found in both years reveals a continuous need for clarification and information. Although faculty websites and brochures provide sufficient information for most of the issues raised, students preferred posting questions in Facebook groups. This is likely because of the immediacy, comprehensibility, as well as the accuracy of replies.
In contrast to the constant amount of posts concerning organizational issues, students in the second year group post a lot more about subject matter. We found that students discuss learning strategies or even explicit learning content. Most likely, this is because of the increasing conceptual and subject specific challenges over the course of preclinical medical studies and the upcoming first state exam after the 2nd preclinical year. Focus groups and interviews revealed the relevance of this aspect. Especially, sharing of learning materials such as scripts or exam questions was named as one of the main reasons for using these groups. Individuals even stated that Facebook was absolutely mandatory for their academic success in medical school. Additionally, the higher rate of overall replies and constructive answers to questions in this category (78% (11/14) to 100% (13/13)) underline the importance as well as strength of Facebook groups in this regard. These results highlight the role of social media in peer education and learning in accordance with findings in the literature [
In addition to the categories we analyzed, the groups are also used for a broad range of nonstudy-related content. For example, we identified a number of peer-mentoring elements as an interface between education and extracurricular aspects in a preceding study, that is, providing emotional support: “It’s absolutely normal to be afraid of the terminology exam and the Latin grammar questions, but it is really easier than you think” [
Our in-depth quantitative analysis of posting patterns reveals specific posting patterns over each semester.
The use of Facebook as a
Furthermore, by sharing information so easily, it seems sufficient if only a few members of the group spent time checking primary sources. In effect, this construct contributes to the efficiency of the whole group, as already described for social media in companies [
Tuckman’s model of group development consists of four phases: forming, storming, norming, and performing [
In accordance with previous studies, we identified potential limitations of Facebook groups for educational use. First, privacy issues were prominently expressed by all students we interviewed, especially by the cohort of
Furthermore, the identification of even a small percentage of students not enrolled in Facebook for understandable reasons prohibits the option of using these groups as an official platform for the respective semesters.
Moreover, Facebook groups are clearly not designed and programmed for educational purposes. Students complained about technical limitations, which make it hard to organize, share, and find information. For example, similar questions were often posted multiple times. This limits the use of the group as a database. In line with Madge et al (2009), students also described the platform itself as distracting and time-consuming by mixing study-related and private content [
Finally, Facebook groups can be easily misused for commercial interests [
We found semester-spanning Facebook groups to be an essential part of the learning environment for most medical students at LMU Munich. A wide range of study-related topics were covered; organizational posts and posts with regard to subject matter seemed predominant. The reach, involvement of students, plasticity, and dynamics make these groups very powerful knowledge bases, as well as platforms for posing questions and starting discussions on a wide range of topics.
Faculty could cover many aspects that are discussed in students’ Facebook groups, especially the bulk of organizational questions and posts. However, the dynamics, plasticity, and response time of social media is difficult to match. Nevertheless, faculty could benefit from these groups and use them to their advantage. For example, universities could feed relevant information to the groups, increasing their reach and interacting more closely and directly with their students. Moreover, posting patterns concerning certain topics could be used to identify common problems and understanding semester-related dynamics, reacting more quickly and precisely. Information could be structured better, and organizational deficits could be easily identified. By reviewing discussed topics, the curriculum could be adapted to challenging teaching and learning content that posed problems to students. The peer teaching aspect could be greatly enhanced by introducing trained senior students providing help and assistance to their younger peers. This could enhance vertical knowledge transfer and information quality at the same time. Moreover, in a less anonymized setting, student with weaker performance could be identified earlier and be supported adequately by mentors and tutors. Curriculum structure, organization, and content are subjects to instantaneous feedback in these groups, allowing for quick adaptations and possibly replacing costly evaluation forms and surveys. Nevertheless, more research is necessary to assess the influence of possible participation of faculty members in these groups, as social media has also been identified as an opportunity to vent study-related frustrations [
Additionally, other issues such as the quality of posts, privacy, and knowledge conservation should be addressed before faculties could get more actively involved in Facebook groups [
Interview guidelines.
Ludwig-Maximilians-University
preclinical year
social networking site
This study was supported by the Institute for Medical Education, University Hospital of LMU Munich.
None declared.