IADR Abstract Archives
The Role of Social Networks in Dental Education
Objectives: Social networks (SNs) are becoming increasingly ubiquitous. They were initially used as a means for socialising between people. Now, they are increasingly used for educational purposes. The aim of this pilot study was to explore the role of social networks, which are used by dental students and their teachers, in dental education.
Methods: Online Google Forms based questionnaires were developed and sent by email to dental (including dental care professional) students and their teachers from two UK universities. Each questionnaire consisted of 27 questions including open- and closed-ended, multiple-choice and Likert-scale based. The questionnaires enquired about: i) demographic information, ii) use of SNs for communication and education and iii) perceptions of the value of SNs. Completed questionnaires were returned and data were collated using Microsoft Excel 2010 and statistically analysed with SPSS V22.0.
Results: Seventy-one dental students and 13 of their teachers took part in the questionnaire. Over half of the participating students (n=37, 52.1%) were between 21-25 years old. 100% of the students and their teachers used social networks daily. 68 students (95.8%) and 12 (92.3%) teachers mentioned that they used SNs for entertainment, whilst 51 (71.8%) students and 7 (53.8%) teachers used SNs for educational purposes. Twenty-five (35.2%) students agreed with the use of SNs to supplement classroom learning. Fifty (70.4%) students either agreed or strongly agreed that SNs helped them with their learning and searching for information. Fifty-one students (71.8%) and 7 teachers (53.9%) mentioned that SNs are easy and quick tools for communication. However, 30 (42.3%) students and 8 (61.5%) teachers had some concerns regarding the accuracy and validity of information they found on SNs.
Conclusions: SNs are potentially useful and effective educational tools that could be used to supplement classroom learning. However, both teachers and students should be trained to use them positively.
Methods: Online Google Forms based questionnaires were developed and sent by email to dental (including dental care professional) students and their teachers from two UK universities. Each questionnaire consisted of 27 questions including open- and closed-ended, multiple-choice and Likert-scale based. The questionnaires enquired about: i) demographic information, ii) use of SNs for communication and education and iii) perceptions of the value of SNs. Completed questionnaires were returned and data were collated using Microsoft Excel 2010 and statistically analysed with SPSS V22.0.
Results: Seventy-one dental students and 13 of their teachers took part in the questionnaire. Over half of the participating students (n=37, 52.1%) were between 21-25 years old. 100% of the students and their teachers used social networks daily. 68 students (95.8%) and 12 (92.3%) teachers mentioned that they used SNs for entertainment, whilst 51 (71.8%) students and 7 (53.8%) teachers used SNs for educational purposes. Twenty-five (35.2%) students agreed with the use of SNs to supplement classroom learning. Fifty (70.4%) students either agreed or strongly agreed that SNs helped them with their learning and searching for information. Fifty-one students (71.8%) and 7 teachers (53.9%) mentioned that SNs are easy and quick tools for communication. However, 30 (42.3%) students and 8 (61.5%) teachers had some concerns regarding the accuracy and validity of information they found on SNs.
Conclusions: SNs are potentially useful and effective educational tools that could be used to supplement classroom learning. However, both teachers and students should be trained to use them positively.
