Student Pharmacist, Pharmacy Resident, and Graduate Student Perceptions of Social Interactions With Faculty Members

Bongartz, Jenny; Vang, Choua A; Havrda, Dawn E.; Fravel, Michelle; McDanel, Deanna; Farris, Karen B.

doi:10.5688/ajpe759180

Cited by 17 publications

(10 citation statements)

References 9 publications

(13 reference statements)

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“…The blurring of boundaries between education and social activities engendered by the use of Facebook (Schwartz, 2009) presents a significant challenge to educators, particularly when it comes to tutors accepting or initiating friend requests from students (Bongartz et al, 2011). Students are often defensive over their "'me' and 'we' spaces" (Hughes, 2009, 24), which are seen as social spaces, beyond the reach of lecturers (Gray, Annabell and Kennedy, 2010) and which include social networking sites such as Facebook.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In particular, issues arise around the legitimacy and value of knowledge and information in social networking environments (Bennett and Maton, 2010), with students viewing social media as very much a social tool (Madge et al, 2009). Compared with the use of segregated social networks like Ning, a primary concern over the use of Facebook for teaching and learning purposes is that Facebook is often seen by students as a private space (Connell, 2009) for their social activities, which is not to be invaded by lecturers.The blurring of boundaries between education and social activities engendered by the use of Facebook (Schwartz, 2009) presents a significant challenge to educators, particularly when it comes to tutors accepting or initiating friend requests from students (Bongartz et al, 2011). Students are often defensive over their "'me' and 'we' spaces" (Hughes, 2009, 24), which are seen as social spaces, beyond the reach of lecturers (Gray, Annabell and Kennedy, 2010) and which include social networking sites such as Facebook.…”

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Exploring the views of students on the use of Facebook in university teaching and learning

Donlan

2012

Journal of Further and Higher Education

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Abstract:Facebook use among students is almost ubiquitous; however, its use for formal academic purposes remains contested. Through an online survey, monitoring student use of module Facebook pages and focus groups, this study explores students' current academic uses of Facebook and their views on using Facebook within university modules. Students reported using Facebook for academic purposes, notably peer-peer communication around group work and assessment; a use not always conceptualised by students as learning. Focus groups revealed that students are not ready or equipped for the collaborative style of learning envisaged by the tutor and see Facebook as their personal domain, within which they will discuss academic topics where they see a strong relevance and purpose, notably in connection with assessment. Students use Facebook for their own mutually-defined purposes and a change in student mind-and skillsets is required to appropriate the collaborative learning benefits of Facebook in formal educational contexts. Keywords:Social networking; teaching; higher education; Facebook; collaboration Word count: 6319Exploring the views of students on the use of Facebook in university teaching and learning IntroductionThe infiltration of social media into our everyday lives has transformed the way in which people communicate, do business and is even beginning to change the way in which higher education institutions teach their students. The new generation of students have been termed 'digital natives' (Prensky, 2001), having grown up with an array of new technologies and as such they expect the use of multiple information media (Aragon, 2007). However, such a view has been more recently criticised for taking an overly-optimistic view of students' technological capabilities (Oblinger and Oblinger, 2005) and generalising across what remains a diverse group of individuals with differing levels of technological interest and experience (Bennett, Maton and Kervin, 2008). As such, this paper contributes to the on-going debate by further exploring both students' use of and views on social networking sites in an educational context. Previous studies also suggest the pervasiveness of Facebook use among student populations (Hoyer et al, 2010;Smith and Caruso, 2010;Connell, 2009) and while there has been some exploration of the use of social networking sites in an academic context (Estus, 2010;Madge et al, 2009;Selwyn, 2009), given their prevalence in wider society, there is still much to explore in relation to the use of social networking sites such as Facebook in a higher education academic context. Therefore, the purpose of this paper is to explore the views of students at a UK university, regarding the use of Facebook for teaching and learning purposes. Isolated studies have examined students' use of Facebook in the UK (Madge et al, 2009); however much of the research has been based around students in the USA (Gray, Annabell and Kennedy, 2010;Pempek, Yermolayeva and Calvert, 2009). Therefore, there is a need to explore in mor...

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Section: Literature Reviewmentioning

confidence: 99%

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confidence: 99%

Exploring the views of students on the use of Facebook in university teaching and learning

Donlan

2012

Journal of Further and Higher Education

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“…7 Likewise, the majority of student pharmacists indicated they felt posts on sites like Facebook could affect others' opinions of them as professionals. 7,9 Such beliefs may influence the social media posting behaviors of students, as approximately 50% stated they had information on their personal sites they would not want an employer, professor, or patient to see. 7 Similarly, only 27% of health care professions students indicated they had posted material to Facebook that the majority of participants considered unprofessional such as alcohol and drug use, sexual content, and patient information.…”

Section: Introductionmentioning

confidence: 99%

Development of an Instrument to Measure Pharmacy Student Attitudes Toward Social Media Professionalism

Chisholm-Burns

Spivey

Jaeger

et al. 2017

American Journal of Pharmaceutical Education

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Objectives. To develop and validate a scale measuring pharmacy students' attitudes toward social media professionalism, and assess the impact of an educational presentation on social media professionalism. Methods. A social media professionalism scale was used in a pre-and post-survey to determine the effects of a social media professionalism presentation. The 26-item scale was administered to 197 first-year pharmacy (P1) students during orientation. Exploratory factor analysis was applied to determine the number of underlying factors responsible for covariation of the data. Principal components analysis was used as the extraction method. Varimax was selected as the rotation method. Cronbach's alpha was estimated. Wilcoxon signed rank test was used to compare pre-and post-scores of each item, subscale, and total scale. Results. There were 187 (95%) students who participated. The final scale had five subscales and 15 items. Subscales were named according to the professionalism tenet they best represented. Scores of items addressing reading/posting to social media during class, an employer's use of social media when making hiring decisions, and a college/university's use of social media as a measure of professional conduct significantly increased from pre-test to post-test. The "honesty and integrity" subscale score also significantly increased. Conclusion. The social media professionalism scale measures five tenets of professionalism and exhibits satisfactory reliability. The presentation improved P1 students' attitudes regarding social media professionalism.

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“…7 Similarly, most students indicate that they are reluctant to engage faculty members on social networks but are comfortable in professionally oriented social settings under most circumstances. 8 You must decide how you think accepting this invitation will affect your preceptor–student relationship. You also should evaluate how the situation could be perceived by your peers and other students.…”

Section: Professionalismmentioning

confidence: 99%

Embracing Challenges When Co-Precepting Pharmacy Students

2014

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Many residency programs have adopted formal training in clinical preceptorship as an additional opportunity for professional development. However, a balance must be struck between acting as a co-preceptor for pharmacy students and as a learner being precepted by a more experienced practitioner. A commonly utilized method for demonstrating skill in the 4 preceptor roles (direct instruction, modeling, coaching, and facilitating) is to co-precept students during a learning experience with the support of a preceptor or experiential mentor. The transition from learner to teacher can present many challenges. Awareness of some of the more common challenges and a review of hypothetical scenarios may promote proactive dialogue with the experienced preceptor and promote confidence as the resident embarks on a co-precepting assignment. The objective of this article is to present scenarios a resident may encounter when co-precepting students, focusing on professionalism, patient care, providing feedback, planning, and communication, and strategies for addressing potential challenges.

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Student Pharmacist, Pharmacy Resident, and Graduate Student Perceptions of Social Interactions With Faculty Members

Cited by 17 publications

References 9 publications

Exploring the views of students on the use of Facebook in university teaching and learning

Exploring the views of students on the use of Facebook in university teaching and learning

Development of an Instrument to Measure Pharmacy Student Attitudes Toward Social Media Professionalism

Embracing Challenges When Co-Precepting Pharmacy Students

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