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Background  Blended learning environments - involving both face-to-face and remote interactions - make it easier to adapt learning programs to constraints such as residents’ location and low teacher-student ratio. Social networking sites (SNS) such as Facebook®, while not originally intended to be used as learning environments, may be adapted for the distance-learning part of training programs. The purpose of our study was to explore the use of SNS for asynchronous distance learning in a blended learning environment as well as its influence on learners’ face-to-face interactions.    Methods  We conducted a qualitative study and carried out semi-structured interviews. We performed purposeful sampling for maximal variation to include eight general practice residents in 2 nd  and 3 rd  year training. A thematic analysis was performed.    Results  The social integration of SNS facilitates the engagement of users in their learning tasks. This may also stimulate students’ interactions and group cohesion when members meet up in person.    Conclusions  Most of the general practice residents who work in the blended learning environment we studied had a positive appraisal on their use of SNS. In particular, we report a positive impact on their engagement in learning and their participation in discussions during face-to-face instruction. Further studies are needed in order to evaluate the effectiveness of SNS in blended learning environments and the appropriation of SNS by teachers.    Electronic supplementary material  The online version of this article (doi:10.1186/s12909-015-0435-x) contains supplementary material, which is available to authorized users.

How do general practice residents use social networking sites in asynchronous distance learning?