Writing to learn on the wards: scholarly blog posts by medical students and housestaff at a teaching hospital.

Autor/Urheber	Farrin A. Manian; Felicia Hsu
Institution	Taylor & Francis Group
Titel	Writing to learn on the wards: scholarly blog posts by medical students and housestaff at a teaching hospital.
Quelle	In: 1087-2981; doi:10.1080/10872981.2018.1565044; Medical Education Online, Vol 24, Iss 1 (2019)(2019) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1080/10872981.2018.1565044
Schlagwörter	writing; housestaff; medical students; blog; post; medical education; Special aspects of education; Medicine (General)
Abstract	Background: Informative writing is a valuable tool for learning and fostering the scientific process. Pearls4Peers (P4P) is an educational open-access website dedicated to scholarly blog posts in hospital medicine based on questions raised during ward teaching rounds. A goal of P4P is to enhance the learning experience of medical students and housestaff (i.e., interns and upper-level residents) by inviting them to write blog posts for a worldwide audience. Objective: To describe our experience with inviting medical students and housestaff to contribute blog posts to a clinically oriented educational website with the aim of promoting concise evidence-based informative medical writing. Design: Medical students and housestaff assigned to the hospital ward team of an attending physician (FM) on the medical service were routinely invited to submit one or more posts or 'pearls' based on clinical questions raised during patient rounds. Selected features of submissions during the first 2 years of P4P (27 June 2015 through 26 June 2017) were then retrospectively reviewed and analyzed. Results: Of 156 pearls posted during the study period, 25 (16%) were contributed by medical students and 16 (10.3%) by housestaff. Medical students were significantly more likely to contribute than housestaff (19[70.4%] vs. 11 (9.6%], p < 0.01). Superfluous information was noted in 12 (29.3%) submissions. Word count exceeded the suggested limit of 200 words in 12 (29.3%) cases. An inverted pyramid structure, a widely recognized web writing format with the most important information presented at the outset, was noted in only 17 (41.5%) of entries. Unsolicited comments by contributors suggested a positive learning experience in writing the posts. Conclusions: Writing clinically oriented concise blog posts appears feasible and may be an effective tool in enhancing the ward-based learning experience of medical students and housestaff. More formal instructions on the proper content and structure of blog posts seem warranted.
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