This document discusses how Instagram and blogging platforms like Blogger can be used to enhance lifelong learning in health professions. It describes using Instagram to visually showcase content from an anonymized repository of over 11,000 radiology cases and a medical education digital object repository with over 10,000 reusable objects. Blogs provide a platform to illustrate concepts, share content before, during and after training, and engage audiences using tools like Padlet and discussions via WhatsApp. Content and outcomes can then be reflected on and customized to form an educational portfolio for faculty development.

1. Using Instagram and Blogger to Enhance and Support Lifelong Learning in the
Health Professions
Poh-Sun Goh
Associate Professor
Department of Diagnostic Radiology, National University of Singapore
And
Associate Member
Center for Medical Education, National University of Singapore
Abstract
The needs of lifelong learners are different from earlier stage undergraduate students, or
postgraduate trainees. Lifelong learning occurs after initial formal professional training,
and generally takes place in a more opportunistic, often informal; and less often formal
setting.
This Short Practitioner Paper will demonstrate how Instagram (as visual index, to capture
attention, and show value) and Blogger (using blogs to illustrate, demonstrate, and
articulate value; and provide access to, and index digital content), can be used to
enhance, and support lifelong learning in the Health Professions, by using examples from
Radiology Instruction (both long form symposium format and short form case-based
learning formats), and Medical Educator Faculty Development (used in both symposium,
workshop, and case-based training formats).
Material presented will be from an over 11,000 anonymised radiology case repository
(accumulated by a single author over the last 7 years), and a medical education faculty
development digital repository with over 10,000 reusable digital objects; used for clinical
instruction (lifelong learning) and medical education faculty development (with over
900,000 page views over the last 7 years).
Keywords
Technology enhanced learning
eLearning
Lifelong learning
Instagram
Blogs
Health Professions Education
Medical Education
Digital Repositories
Reusable Digital Objects
Lifelong learning is increasingly, if not exclusively, taking place using digital platforms, on
digital devices. The spectrum of lifelong learning ranges from just in time learning at the
workplace, often on a mobile device, to “look something up” (from online guides and
websites); to both informal, and formal learning settings; with a trend of using a smaller
format mobile device “on the go”, with a tablet, laptop or workstation used “at the desk”
or at home. Opportunistic learning occurs when a question needs to be answered
immediately, or to follow up a recommendation by a colleague or instructor. In time
pressed workplace environments, content repositories and individual usable and useful

2. digital content with attention catching design, simple layouts, easy navigation to find the
right material; from a curated, authoritative source; and that can be consumed and
digested quickly is key. At the desk, or at home, with more time, a “longer read” is
possible, with the opportunity to reflect, make notes, and have more time to integrate and
learn in a structured, cumulative manner.
This paper will illustrate how Instagram, and Blogger can be used in both Clinical https://
learningneuroradiology.blogspot.sg/2018/03/radiology-resident-tutorials-january.html, as
well as Medical Education Faculty Development https://
medicaleducationelearning.blogspot.sg/2017/09/pre-conference-workshop-and-
conference.html settings. The idea is to provide attention grabbing, quick overviews,
including simple overview graphics, either at the beginning of a blog posting; or on
Instagram, which is linked to a longer blog post. The blogging platform (Blogger) is used
as the sole presentation and audience engagement platform, to share content (before,
during and after formal training sessions), as well as engage the audience (before, during
and after a session) using a combination of embedded tools (like Padlet, a free, off the
shelf versatile online bulletin board tool), or for more private discussions using a
combination of WhatsApp and one on one emails; which can be shared online after
appropriate anonymisation (by discussants who have awareness of, and consented to
participate in this learning and sharing process). (Reference 1 and 2). The content and
educational process, as well as outcomes of a learning and training process can also be
made visible for reflection, evaluation, and further customisation (Reference 3); and form
the basis of an educational portfolio of a “digital scholar” https://
medicaleducationelearning.blogspot.sg/2017/09/sotl-in-meded.html.
References
1.Goh, P.S. Using a blog as an integrated eLearning tool and platform. Med Teach. 2016
Jun;38(6):628-9. Epub 2015 Nov 11.
http://www.ncbi.nlm.nih.gov/pubmed/26558420
2.Goh, P.S., Sandars, J. An innovative approach to digitally flip the classroom by using an
online "graffiti wall" with a blog. Med Teach. 2016 Aug;38(8):858. Epub 2016 Jul 14.
http://www.ncbi.nlm.nih.gov/pubmed/27414992
3.Goh, P.S. Learning Analytics in Medical Education. MedEdPublish. 2017 Apr; 6(2), Paper
No:5. Epub 2017 Apr 4. https://doi.org/10.15694/mep.2017.000067