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

Abstract

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.

Impact of using infographics as a novel Just-in-Time-Teaching (JiTT) tool to develop Residents as Teachers [Version 2]

“…This study confirmed that infographics are adaptable to an array of clinical specialties and can be successfully implemented as a technology-enhanced pedagogical tool (Thoma et al, 2018;Chin et al, 2019;Dowhos et al,2021) providing residents with the capacity to apply teaching skills 'just in time' in the clinical setting. A positive outcome was faculty satisfaction with the JiTT program and their ability to role model teaching skills, which leads to a positive aura of the JiTT program in the clinical environment.…”

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

“…Nevertheless, it also became obvious that medical education without borders demanded accessible evidence-based content and professional, factual discussion forums beyond institutional LMS boundaries or central resources. Learners needed new ways to flourish in a world where individuals and institutions are progressively more interconnected and interdependent (Dowhos et al, 2021). However, additional challenges rooted deeply in human nature as well as the tenets of active learning soon became evident.…”

“…The lack of important social connection elements (e.g., rapport), the absence of learner-centered education (e.g., activating prior knowledge), and the need for the invigoration of post-session discussion all impeded the establishment of cooperative learning communities. The formation of such communities was hampered further by the lack of access to evidence-based, asynchronous education as needed to accommodate learners across the continuum of healthcare professions education, independent from their geographic location, time zone, or schedule (Dowhos et al, 2021).…”

“…Notably, the creation of the Free Open Access Medical Education (#FOAMed) movement by Mike Cadogan, Life in the Fast Lane (Cadogan, 2019), aimed for seamless and timely dissemination of information for emergency education and critical care education, and virtual learning spaces, which allow sharing of content and communication, include podcasts and blogs. Blog platforms have even been repurposed as educational online home bases for administrative functions or virtual bulletin boards offering, e.g., up-to-date information and dissemination of specialized content for niche audiences (Saichaie, Benson and Kumar, 2014;Duke et al, 2017;Carley et al, 2018;Bagshaw, 2020;Dowhos et al, 2021).…”

The Students’ ICT Skills in Producing Infographic Media and Video: Guidance and Counselling E-Project Tasks

“…Based on the challenges faced by the previous studies that have been presented above, both from nondigital free media and the pandemic itself, this is the basis for researchers to shift to digital-based media with good intentions in terms of effectiveness and efficiency and as a solution to the impact of the Covid-19 pandemic itself (Chongpornchai et al, 2021;Dowhos et al, 2021). Moreover, the results of infographic media and videos from students' guidance and counseling can be used as a solution for the provision of limited face-to-face services.…”