A Short History of Free Open Access Medical Education. The Past, Present, and Future

Chan, Teresa M.; Stehman, Christine R.; Gottlieb, Michael; Thoma, Brent

doi:10.34197/ats-scholar.2020-0014ps

Cited by 56 publications

(87 citation statements)

References 76 publications

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“…Digital resources including podcasts and blogs are a new normal for learning in emergency medicine and are a key source of clinical updates [4,5]. Increasingly, infographics are commonplace in academic medicine with many journals using infographics to highlight key studies [6].…”

Section: Description Of Innovationmentioning

confidence: 99%

Infographics, podcasts, and blogs: a multi-channel, asynchronous, digital faculty experience to improve clinical teaching (MAX FacDev)

et al. 2021

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Attendance at faculty development events are often limited to those with time and interest, but all clinical teachers should have access to continuing faculty development. A multi-channel, asynchronous, digital faculty experience strategy (MAX FacDev) was used to engage busy emergency medicine (EM) teachers associated with a distributed medical education network involving ten geographically distinct teaching sites. An evidence-informed education bundle on key principles for clinical teaching was developed. The education bundle included five topics, serialized via: an infographic series posted in distributed medical education EM departments, a podcast series and a blog. The target audience included 102 faculty members and 46 residents. Within 8 months of launching MAX FacDev, there were 1508 podcast listens and 7686 pageviews. An education bundle can efficiently deliver on-demand faculty development. Amplifying key messages via multiple channels increases the reach of faculty development and reinforces the messages. Keywords Continuing professional development • Emergency medicine • Podcasts • Blogs RésuméLa participation aux activités de perfectionnement du corps professoral est souvent limitée à ceux qui ont du temps et de l'intérêt, mais tous les enseignants cliniciens devraient avoir accès au perfectionnement continu du corps professoral. Une stratégie multicanale, asynchrone et numérique de l'expérience du corps enseignant (MAX FacDev) a été utilisée pour engager des enseignants de la médecine d'urgence (MU) occupés, associés à un réseau d'éducation médicale régionalisée (EMR) impliquant 10 sites d'enseignement géographiquement distincts. Un ensemble de formation factuelle sur les principes fondamentaux de l'enseignement clinique a été élaboré. L'ensemble pédagogique comprenait cinq sujets, sérialisés via: une série d'infographie publiée dans les départements EMR et MU, une série de podcasts et un blog. Le public cible comprenait 102 membres du corps professoral et 46 résidents. Dans les 8 mois qui ont suivi le lancement de MAX FacDev, 1 508 podcasts ont été écoutés et 7 686 pages ont été consultées. Un ensemble pédagogique peut fournir efficacement la formation professorale à la demande. Accentuer les messages clés via plusieurs canaux augmente la portée du développement du corps professoral et renforce les messages.

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Section: Description Of Innovationmentioning

confidence: 99%

Infographics, podcasts, and blogs: a multi-channel, asynchronous, digital faculty experience to improve clinical teaching (MAX FacDev)

et al. 2021

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“…Participants who identify with these roles have a growing mandate to organize and add structure to a zone where social media meets academia. This aligns with the structuralist phase of the greater Free Open Access Medical education (FOAM) movement [14], which includes new roles such as Social Media editors for journals [15].…”

Section: Discussionmentioning

confidence: 80%

Good practices in harnessing social media for scholarly discourse, knowledge translation, and education

Ruan

Lee

et al. 2020

Perspect Med Educ

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Introduction There still remains a gap between those who conduct science and those who engage in educating others about health sciences through various forms of social media. Few empirical studies have sought to define useful practices for engaging in social media for academic use in the health professions. Given the increasing importance of these platforms, we sought to define good practices and potential pitfalls with help of those respected for their work in this new field. Methods We conducted a qualitative study, guided by constructivist grounded theory principles, of 17 Electronic supplementary material The online version of this article (

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“…In advance of the session, consider sending participants detailed instructions for using the video conferencing platform and expectations for the sessions. Depending on your learner group and goals, facilitators may wish to include preparatory materials related to the case topic such as review articles or relevant Free Open Access Medical Education (FOAMEd) posts [ 14 ].…”

Section: Technical Reportmentioning

confidence: 99%

Tips for Conducting Telesimulation-Based Medical Education

Thomas¹,

Burns²,

Sanseau³

et al. 2021

Cureus

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Telesimulation utilizes communications technology, such as video conferencing platforms, to provide simulation-based medical education when participants and facilitators are geographically separated. Learners interact with each other, embedded participants, and a simulated patient and/or vital sign display on the computer screen. Facilitators observe the learners in real-time and provide immediate feedback during a remote debrief. Telesimulation obviates the need to have instructors, learners, and high fidelity patient simulators (HPS) in the same place, allowing simulation-based educational sessions to occur in institutions located remotely from simulation centers or when other barriers limit in-person education and/or training. For example, due to the novel coronavirus (COVID-19) pandemic, many medical education programs temporarily discontinued in-person simulations to adhere to physical distancing guidelines. The authors have reflected upon their experiences executing telesimulation sessions since the start of the pandemic and provide these 12 tips as practical suggestions on how to successfully implement telesimulations with medical trainees. These tips are intended to guide implementation and facilitation by staff and faculty trained in simulation.

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A Short History of Free Open Access Medical Education. The Past, Present, and Future

Cited by 56 publications

References 76 publications

Infographics, podcasts, and blogs: a multi-channel, asynchronous, digital faculty experience to improve clinical teaching (MAX FacDev)

Infographics, podcasts, and blogs: a multi-channel, asynchronous, digital faculty experience to improve clinical teaching (MAX FacDev)

Good practices in harnessing social media for scholarly discourse, knowledge translation, and education

Tips for Conducting Telesimulation-Based Medical Education

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