Introduction: Social Media (SoMe) is used for the rapid dissemination of information and learning but has its limiting factors. An integrated learning model labeled “Neph E Club” was initiated in 2015. Various social media platforms were used to achieve the goal of SoMe education and lifelong learning. A retrospective study was done to analyze this education model. Methods: Six years of experience with Neph E Club’s social media education model allowed us to look back on the essential components of the SoMe model from 2015 to 2021. Objectives, member recruitment, social media platform, content development, and sustainability were among the aspects investigated and analyzed. Its benefits and downsides were also investigated. Results: For the past 6 years, WhatsApp has been used as a SoMe platform. Other approaches such as Twitter, YouTube, dedicated server, and email methods failed to meet the target during the 6 years. There are now 1018 active members in the WhatsApp group. Downloading nephrology education resources from numerous social media learning websites and conference content to construct a 3 TB digital library and 800 GB of developed and shared content. Members were kept informed daily by sharing information gleaned from the digital library. Topics are chosen based on data analysis and group requests. Students and practitioners shared their contents which included case discussion and initiating data collections. The success of this model is reflected by having shared 2550 Audiovisual (AV) Lectures, 26700 journal articles, and 182 case discussions. Viewership numbers on average reach from 1200 to 2500 per month which indicated multiple sharing. ISN India in his presidential speech in 2017 recommended this model. Conclusion: Neph E Club - Integrated model of learning using SoMe and offline digital Nephrology Library is a cost-effective, widely accepted model of learning in India.

Background: Health literacy is importantly recognized to combat the increasing incidence of kidney disease in the community and kidney health for all campaigns. Various kinds of digital platforms and tools are used to bridge the gap in health literacy to improve kidney health. Fifty percent of the world population is devoid of internet connection or poor connectivity. Digital library plays a vital role in digital literacy and this present study is done to see if sever specially designed can work without the internet with digital library software. Methods: A specially designed server that can connect with a digital device along with a regular internet-based server was loaded with digital library software. Devices with regular browsers were to access the server with the web address juxtaguide.com. Users included the admin who had full control over the device and other users were divided into teachers group I N = 25 for online and group II, N = 20 for offline study, and they were allowed to upload various format digital files for their students to access. Students in the study group were n = 250 online and n = 80 in an offline group. They were assessed if they can access the digital material, search and also participate in chat functions with their teachers. Links were shared through social media for online mode. Results: Teachers in both offline and online mode were able to access the server register and upload files in all formats like mp3, mp4, PDF, documents, links, blogs, and images, using digital device including laptops or mobile phones. Students were able to communicate in the offline mode similar to the online mode with various digital devices. The offline server was portable and could run on a backup inverter power source and could run continuously with a hot spot range of 50 meters. The upload and download speed for the offline version was not affected whereas in the online mode, when in 2G the internet was of low speed, bigger files were not downloadable. The maintenance cost of the offline server was minimal compared to the online server. Discussion: For the first time in the world, a server was converted to function in the offline mode, having the ability to synchronize with an online server that holds the same digital library software. All criteria of a digital library were full filled. In the offline mode, the device was also successful in two- way communication which no one could achieve to date. Conclusion: DigiNet as a digital library device fulfills all requirements to be a cost-effective device for offline literacy development. It also gives new hope to surpass not only the health literacy barrier but also opens huge potential for its use in future research and education. Further research is to be conducted with regards to the extension of its range up to 12 km.