Integration of Social Media in Emergency Medicine Residency Curriculum

Scott, Kevin R.; Hsu, Cindy H.; Johnson, Nicholas J.; Mamtani, Mira; Conlon, Lauren W.; DeRoos, Francis

doi:10.1016/j.annemergmed.2014.05.030

Cited by 81 publications

(77 citation statements)

References 20 publications

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“…7 Already, there are some programs that have begun embarking on this movement 6 ; however, we feel that a degree of quality assurance will need to be reached before these resources are adopted more broadly. This research provides educators with a transparent list of questions to consider in an effort to be more deliberate and thoughtful about assessing and creating superior resources.…”

Section: Discussionmentioning

confidence: 99%

“…As a result, their prevalence in health professions education has increased dramatically over the past decade. [2][3][4][5][6] The emergence of blogs and podcasts in education can be viewed through the lens of Christensen's disruptive innovation model. Disruptive innovations introduce new products that are not of comparable quality to existing products but benefit from being simpler, more convenient, and cheaper for the user.…”

Section: Introductionmentioning

confidence: 99%

“…Measuring the quality of blogs and podcasts could support these groups in the usage and development of these and other online educational resources. 2,6 This review utilized a systematic literature search augmented by a thematic analysis strategy to determine which previously defined quality indicators for secondary resources may be applied to online health professions blogs and podcasts that are targeted toward learners. Focus groups of expert bloggers and podcasters were used to triangulate these results and further enhance the final list by identifying additional relevant indicators.…”

Section: Introductionmentioning

confidence: 99%

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A Systematic Review and Qualitative Analysis to Determine Quality Indicators forHealth Professions Education Blogs and Podcasts

Paterson

Thoma

Milne

et al. 2015

Journal of Graduate Medical Education

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Background Historically, trainees in undergraduate and graduate health professions education have relied on secondary resources, such as textbooks and lectures, for core learning activities. Recently, blogs and podcasts have entered into mainstream usage, especially for residents and educators. These low-cost, widely available resources have many characteristics of disruptive innovations and, if they continue to improve in quality, have the potential to reinvigorate health professions education. One potential limitation of further growth in the use of these resources is the lack of information on their quality and effectiveness.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Systematic Review and Qualitative Analysis to Determine Quality Indicators forHealth Professions Education Blogs and Podcasts

Paterson

Thoma

Milne

et al. 2015

Journal of Graduate Medical Education

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“…''Individualized learning away from groups of similar level learners, which allows learners to consume material at their own pace on their own timetable,'' 3 coincides with the rapid increase and popularity of educational blogs and podcasts in EM. [4][5][6] Although a few individual residency programs have instituted asynchronous learning activities to replace didactic conference time, 7 many programs are hesitant to adopt blogs and podcasts as III-eligible asynchronous learning material because few have peer review or quality assurance measures. Despite early studies on identifying and ensuring quality, 8,9 no academic guidelines currently exist to help health professions educators identify trustworthy blogs and podcasts for their learners.…”

Section: Introductionmentioning

confidence: 99%

Approved Instructional Resources Series: A National Initiative to Identify Quality Emergency Medicine Blog and Podcast Content for Resident Education

Lin

Joshi

Grock

et al. 2016

Journal of Graduate Medical Education

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Background Emergency medicine (EM) residency programs can provide up to 20% of their planned didactic experiences asynchronously through the Individualized Interactive Instruction (III) initiative. Although blogs and podcasts provide potential material for III content, programs often struggle with identifying quality online content.Objective To develop and implement a process to curate quality EM content on blogs and podcasts for resident education and III credit.Methods We developed the Approved Instructional Resources (AIR) Series on the Academic Life in Emergency Medicine website. Monthly, an editorial board identifies, peer reviews, and writes assessment questions for high-quality blog/podcast content. Eight educators rate each post using a standardized scoring instrument. Posts scoring 30 of 35 points are awarded an AIR badge and featured in the series. Enrolled residents can complete an assessment quiz for III credit. After 12 months of implementation, we report on program feasibility, enrollment rate, web analytics, and resident satisfaction scores.Results As of June 2015, 65 EM residency programs are enrolled in the AIR Series, and 2140 AIR quizzes have been completed. A total of 96% (2064 of 2140) of participants agree or strongly agree that the activity would improve their clinical competency, 98% (2098 of 2140) plan to use the AIR Series for III credit, and 97% (2077 of 2140) plan to use it again in the future. ConclusionsThe AIR Series is a national asynchronous EM curriculum featuring quality blogs and podcasts. It uses a national expert panel and novel scoring instrument to peer review web-based educational resources.

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“…7 With the rise of social media and online resources, academic journals are increasingly taking an active role in the translation of the research that they publish and have had varying levels of success. [6][7][8][9][10][11][12][13][14][15] We believe that CJEM will benefit by embracing these evolving media and resources to become a leader in reader engagement.…”

mentioning

confidence: 99%