Affiliation:
1. Department of Oral Pathology School of Dentistry Universidade Federal do Rio Grande do Sul Porto Alegre Rio Grande do Sul Brazil
2. TelessaúdeRS Universidade Federal do Rio Grande do Sul Porto Alegre Rio Grande do Sul Brazil
3. Department of Oral Medicine Hospital de Clínicas de Porto Alegre Porto Alegre Rio Grande do Sul Brazil
4. Programa de Pós‐Graduação em Epidemiologia Universidade Federal do Rio Grande do Sul Porto Alegre Rio Grande do Sul Brazil
5. Primary Health Care Service Hospital de Clínicas de Porto Alegre Porto Alegre Rio Grande do Sul Brazil
Abstract
AbstractPurposeDistance learning appears to be an attractive approach to continuing education courses, but one barrier is maintaining learner engagement throughout the course. The primary aim of this research was to evaluate the operational efficacy of a private Facebook™ group (FG) in serving as a support mechanism for distance learning courses, and its impact on three fundamental dimensions: the attrition rates of participants who did not complete the course (commonly referred to as dropout rates), the rates of course completion and approval, and the overall performance of the participants.MethodsThe participants of this quasi‐experimental study comprised 159 dental students and 565 dentists enrolled in an e‐learning course on oral mucosal lesion diagnosis. Prior to the initiation of the course, all participants were provided with the option to join a private FG. Within this group, moderators shared motivational messages and provided reminders concerning deadlines. Moreover, participants had the opportunity to engage in interactive discussions pertaining to topics related to the course. The course itself followed a self‐guided format, employing the flipped‐classroom methodology, spanning a total of 50 instructional hours. In order to assess the effectiveness of the course, participants were presented with photographs illustrating 30 oral lesions and were asked to propose diagnostic hypotheses both before and after the educational intervention (pre‐tests and post‐tests).ResultsDentists who participated in the FG exhibited a significantly lower rate of discontinuation. As for dental students, their involvement in the group was positively associated with better performance, as determined by the percentage of accurate diagnostic hypotheses (a minimum of 70% correct responses was required for their approval in the course).ConclusionsFacebook™ demonstrates promise as a supplementary pedagogical tool in distance education courses. The interactive nature of the platform has the potential to alleviate the inherent challenges of remote learning.