Evaluation of a Blog Used in a Dental Terminology Course for First-Year Dental Students

Blog construction as an effective tool in biochemistry active learning

To boost active learning in undergraduate students, they were given the task of preparing blogs on topics of clinical biochemistry. This "experiment" lasted for 12 teaching-semesters (from 2008 to 2013), and included a survey on the blogs' usefulness at the end of each semester. The survey (applied in the 2008-2010 period) used a Likert-like questionnaire with eight questions and a 1-to-6 scale, from "totally disagree" to "fully agree." Answers of 428 students were analyzed and indicated overall approval of the blog activity: 86% and 35% of the responses scored 4-to-6 and 6, respectively. Considering the survey results, the high grades obtained by students on their blogs (averaging 8.3 in 2008-2010), and the significant increase in average grades of the clinical biochemistry exam after the beginning of the blog system (from 5.5 in 2007 to 6.4 in 2008-2010), we concluded that blogging activity on biochemistry is a promising tool for boosting active learning. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(3):205-215, 2017.

How we created a targeted teaching tool using blog architecture for anesthesia and critical care education--the A/e anesthesia exchange blog

BACKGROUND

The time constraints on a clinical educator have increased immensely over the past decade. Technology has served to significantly bridge the challenge over the past decade. WHAT WE DID: We created a method of delivering targeted educational content for point of care learning in anesthesia and critical care. Our blog platform allows clinician-educators to deliver content as videopodcasts and presentations to learners in a straightforward and easily accessible manner both on the web and through mobile platforms. The A/e Anesthesia exchange "pushed" content at predetermined time intervals to learners and content was based on timely topics that were clinically relevant to their daily practice. The A/e Blog allowed multiple authors across disciplines to contribute content, thus providing learners potentially access to resources of knowledge from the entire team of clinician-educators at an institution. During the pilot phase of A/e blog implementation, the authors gained valuable insights into the use and limitations of web-based technology as a teaching tool. These included challenges with faculty and student participation, managing techno stress of faculty not fluent with the technology, tailoring content based on analytics data and web platform robustness and spam protection.

CONCLUSION

With these insights in hand, we anticipate the launch of an even more robust A/e: Anesthesia Exchange (version 2.0) by the end of 2013.

Use of Facebook as a teaching tool in a veterinary communications course

First-year veterinary students enrolled in a Professional Development course were invited to join a Facebook group with the goal of having the instructor use that tool to promote student practice of client communication skills. All members of the class were surveyed to determine any difference in educational outcomes between those students who joined the Facebook group (FB) and those who did not (non-FB). Fifty-one students joined the Facebook group out of a class of 99, and 33 responded to the survey. Forty-four of the non-FB students completed the survey, for a total response of 77%. There was no difference between groups in their general use of Facebook. The only educational outcome that differed between the groups was increased practice of communication skills outside of school by the FB group. Students in the FB group cited interest and desire to access all course materials as the most common reason for joining. They were much more likely to read postings than to post anything themselves. Barriers to greater use of the tool by the FB group included lack of time and hesitance to post when others were not. Students were ambivalent about the use of Facebook as an educational tool. The instructor was unaware of the extent of use of the tool until survey results were gathered and felt that it would be most useful as a teaching tool for those instructors who already used Facebook as part of their personal routine.

Morning report blog: a web-based tool to enhance case-based learning

BACKGROUND

Morning report is an interactive case-based teaching session common to internal medicine training programs across North America.

DESCRIPTION

We report here on a morning report web log ("blog"), created and updated after morning report sessions by the Chief Medical Resident with pertinent clinical topics, links to journal articles, and medical images. Trainees on their internal medicine rotation were e-mailed a web link with each posting. The aim was to enhance learning on clinical topics discussed at morning report by reinforcing topics and promoting further reading.

EVALUATION

The educational impact of the blog was evaluated using detailed web metrics and surveys of attendees. The intended audience spent on average more than 5 min reading the blog and viewed more than 3 pages per visit. Almost half of attendees accessed the blog after completing their internal medicine rotation. The blog was also accessed by a global audience. Trainees rated the blogs a useful learning tool and cited it to be among the top 3 educational resources accessed during their rotation.

CONCLUSIONS

In summary, a morning report blog was perceived by learners to be an effective complement to case-based teaching sessions. The combination of novel web metrics and survey data allowed for a multifaceted evaluation of the educational impact of the blog.

Variation in health blog features and elements by gender, occupation, and perspective

This study explores whether there are gender and occupational differences in the health blogosphere and whether there are differences by blogger perspective. Data were derived from content analysis of 951 health blogs identified between June 2007 and May 2008. Results indicate that male, physician bloggers were more likely to have blogs that feature a SiteMeter, sponsorship, and advertising, which also were more prevalent among those blogging from a professional perspective. Women, bloggers in non-health-related employment, and patient/consumer and caregiver bloggers were more likely to blog about disease and disability; men, bloggers in health-related employment, and professional bloggers were more likely to blog about provider experiences, health research/news, and health policy, business, law, and technology. Because the Internet is becoming a primary source of health information, establishing normative guidelines regarding information quality, patient privacy, and conflicts of interest is essential. Future research should build on these findings using national surveys of health bloggers and textual analysis of blog content.

Engaging students in active learning: use of a blog and audience response system

Librarians provide instruction to medical students as part of a core course in the medical school curriculum. Instruction was provided, in part, through didactic sessions covering professional-level medical information resources, PubMed search skills, psychosocial information, and evidence-based medicine. Librarians redesigned instructional sessions with the goals of increasing student engagement and minimizing the lecture format, maximizing the number of students receiving feedback on their search and evaluation skills, and permitting students to see a variety of possible responses as well as engage in peer- and self-evaluation. Librarians integrated the use of a blog and an audience response system (ARS) into the instruction to help accomplish these goals.

Diagnosis blog: checking up on health blogs in the blogosphere

OBJECTIVES

We analyzed the content and characteristics of influential health blogs and bloggers to provide a more thorough understanding of the health blogosphere than was previously available.

METHODS

We identified, through a purposive-snowball approach, 951 health blogs in 2007 and 2008. All blogs were US focused and updated regularly. We described their features, topics, perspectives, and blogger demographics.

RESULTS

Approximately half of the bloggers in our sample were employed in the health field. A majority were female, aged in their 30s, and highly educated. Two thirds posted at least weekly; one quarter accepted advertisements. Most blogs were established after 2004. They typically focused on bloggers' experiences with 1 disease or condition or on the personal experiences of health professionals. Half were written from a professional perspective, one third from a patient-consumer perspective, and a few from the perspective of an unpaid caregiver.

CONCLUSIONS

Data collected from health blogs could be aggregated for large-scale empirical investigations. Future research should assess the quality of the information posted and identify what blog features and elements best reflect adherence to prevailing norms of conduct.