Blogging for the Continuum of Medical Education: Engaging Diverse Communities of Learners

Abstract

In response to the COVID-19 pandemic, colleges and universities established remote teaching and reestablished best practice-based, active education using discussion boards and other means to promote learner collaboration. Increasingly, social media or open educational technology platforms contribute to blended learning. This short article aims to introduce blogs for delivering barrier-free online education to targeted public audiences and groups of learners. Blogs disseminate ideas within a tangible, searchable, and interactive medium, creating a community of learners who share a common interest. We set forth eLearning Bites (eBites), a medical education blog housed at the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, which offers easily accessible educational topics aligned with needs from the institution's immediate medical education community. Emphasizing evidencebased, active online learning, eBites finds and merges best practices in medical education with new learning technology. Metrics can be obtained from website analytics tools such as, e.g., Google Analytics providing additional data such as, e.g., number of pageviews or sessions, to elucidate how learners interact with the blog.

Bibliometric Viewpoints of Wired Campus Through Higher Institution Blogging

“…The blog has been a panacea for isolation and idleness during Covid-19. Radjuni (2022;Schlegel & Primacio, 2021) initiates a study that seeks to promote learners' independence in a 4.0 learning environment during the COVID-19 pandemic and create an engaging diverse community of learners in medical education. The authors aim to improve student writing skills through blogging, and it was found in the study that the students are interested in the continual use of blogs even after the academic session (Forrester, Ashman & Kuebbing, 2022).…”