Neph E Club-Successful Social Media Learning Model-Six Years on with 1K Nephrologist as Members

Palani, R.; Kaiser, Evamaria B; Periyaswamy, Soundarajan

doi:10.37871/jbres1308

Cited by 1 publication

(1 citation statement)

References 18 publications

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“…Our own experience of successfully running an integrated Neph E Club education model published earlier shows that a combined offl ine and online education model is acceptable and preferred by kidney care providers. Still, connectivity remains a key issue in the previous study [15].…”

Section: Discussionmentioning

confidence: 95%

Kidney Health for All - Study on the Role of Setting up a Digital Library that Works without the Internet- Can it Bridge the Digital Divide?

Ravichandran¹,

Kaiser²,

Sales³

2022

J Biomed Res Environ Sci

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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.

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Section: Discussionmentioning

confidence: 95%