Shane P Desselle1. 1. Social and Administrative Pharmacy Touro University California College of Pharmacy, 1310 Club Drive Vallejo, CA 94952, USA. Electronic address: shane.desselle@tu.edu.
Abstract
OBJECTIVES: Determine students' self-reported use of Twitter in a health systems course and gauge their perceptions of its value and utility for self-guided supplementation of course material, and evaluate the quality of students' reflections from information they found on Twitter. METHODS: Students in a health systems course create a Twitter account to remain abreast of current developments in pharmacy and health systems. They were afforded the autonomy to follow organizations/individuals they chose and write reflective mini-papers on selected tweets from their Twitter feed prior to each course session. A self-administered survey solicited students' favor toward various aspects of the Twitter reflection assignment. An examination of students' reflections as the course progressed was also undertaken. RESULTS: Approximately 2/3 of the students enrolled in the course responded to the survey. Student perceptions of the Twitter assignment were quite favorable, with highest favor related to facets regarding the construction of their own learning and continuation of engagement throughout the course. Responses to open-ended questions corroborated students' perceptions of their own learning, as did the content and quality of their reflections during progression of the course. CONCLUSIONS: The course design reinforced previous claims outside of pharmacy that Twitter can be a useful tool to reinforce or create new learning paradigms, but especially under the auspices of established theory, such as a constructivist environment employing constructionism pedagogy. A course like health systems in programs of academic pharmacy might especially benefit from use of Twitter and such course design.
OBJECTIVES: Determine students' self-reported use of Twitter in a health systems course and gauge their perceptions of its value and utility for self-guided supplementation of course material, and evaluate the quality of students' reflections from information they found on Twitter. METHODS: Students in a health systems course create a Twitter account to remain abreast of current developments in pharmacy and health systems. They were afforded the autonomy to follow organizations/individuals they chose and write reflective mini-papers on selected tweets from their Twitter feed prior to each course session. A self-administered survey solicited students' favor toward various aspects of the Twitter reflection assignment. An examination of students' reflections as the course progressed was also undertaken. RESULTS: Approximately 2/3 of the students enrolled in the course responded to the survey. Student perceptions of the Twitter assignment were quite favorable, with highest favor related to facets regarding the construction of their own learning and continuation of engagement throughout the course. Responses to open-ended questions corroborated students' perceptions of their own learning, as did the content and quality of their reflections during progression of the course. CONCLUSIONS: The course design reinforced previous claims outside of pharmacy that Twitter can be a useful tool to reinforce or create new learning paradigms, but especially under the auspices of established theory, such as a constructivist environment employing constructionism pedagogy. A course like health systems in programs of academic pharmacy might especially benefit from use of Twitter and such course design.