Louisville Lectures: FOAMed Meets Internal Medicine Residency

Burk, Michael; Bishop, Laura; Rahman, Taj; Koch, Jennifer

doi:10.1016/j.amjms.2016.08.030

Cited by 3 publications

(1 citation statement)

References 1 publication

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“…15,16 One way in which CPD is addressed in the medical profession is through conferences; however, work from the United States of America (USA) reported that on average only 25% of medical residents were able to attend conferences, with noticeably late arrivals and requests to leave early. 14,17 Although not specifically referring to emergency care providers, medical residents comparably work in a shift-driven environment. This may be an indication of the need for more flexible or alternative means of delivering CPD events in the medical profession.…”

Section: Introductionmentioning

confidence: 99%

Using Free Open Access Medical Education (FOAMed) for Emergency Medical Service education

Sheahan

Schalkwyk

Keiller

et al. 2020

SAJPEC

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Background: Continuous professional development (CPD) is a registration requirement for all healthcare professionals in South Africa. The shift-driven work environment of emergency and critical care providers often means it is logistically impractical to attend CPD events. FOAMed and online learning could make CPD activities more accessible. The aim of the study was to determine to what extent available FOAMed resources could be used to supplement the outcomes for successful completion of a CPD course. Methods: A retrospective content analysis was used to review FOAMed resources posted within a two-month period for their ability to cover outcomes of the Ambulance Emergency Assistant (AEA) refresher course (a CPD course). Data were subject to a three-step process of content analysis that was matched to 17 identified course outcomes (themes). Results: A total of 441 FOAMed posts were reviewed during a twomonth period. Of the 441 posts, 269 (61%) were excluded, and 172 (39%) FOAMed posts were determined relevant to cover the 17 identified themes of the AEA refresher course. The two most frequently observed themes were related to (i) professionalism, with 45 (26.2%) posts, and (ii) other general medical emergencies, with 39 (22.7%) posts. The remaining 15 themes had 88 (51.1%) posts distributed between them. Conclusion:The study highlights the potential of FOAMed resources to supplement the delivery of education, such as a CPD course. Given that the outcomes were unequally represented, educational institutions should be aware that despite the value of FOAMed, due caution must be given to the critiques and limitations of this educational approach.

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Section: Introductionmentioning

confidence: 99%

Using Free Open Access Medical Education (FOAMed) for Emergency Medical Service education

Sheahan

Schalkwyk

Keiller

et al. 2020

SAJPEC

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Conferences Without the Conference Room: Adapting Residency Core Curricula After COVID-19

Koch

Olges

2020

The American Journal of the Medical Sciences

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Engaging Pathology Residents in Clinical Chemistry: The Essential Ingredient Is a Committed Teacher

Singh

Bollag

Savage

2020

The Journal of Applied Laboratory Medicine

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Background Pathology residents are thought to show a lack of interest in clinical chemistry, therefore potentially graduating from training programs unprepared to function as laboratory directors and clinical consultants. Methods A structured program of tutorials based primarily on Henry’s textbook, supplemented by recent review articles; a question bank of about 600 questions to emphasize key concepts; requirement for performing and presenting quality improvement projects; participation in on-site CAP inspections; review of reference laboratory test requests; and involving residents in scholarly activity have resulted in sustained, transferable, and significant improvements in engagement, knowledge, competence, and examination scores. Results The primary parameter for measuring change in resident competence and engagement were improvements in resident in-service examination (RISE) scores, publications in peer-reviewed journals, and receipt of awards. The revised program produced significant improvement in RISE scores in clinical chemistry, over and above the improvements in the general residency program. The residents were authors on 12 publications in peer-reviewed PubMed listed journals in the 5-year period since revision in the clinical chemistry curriculum compared to no publications in clinical chemistry in the 5-year period before the new curriculum. Over the past 2 years, 6 of the 11 publications by graduating residents were in clinical chemistry, and 6 of 7 awards for research were garnered by residents engaged in clinical chemistry investigations. All of the residents passed their clinical pathology boards on first attempt since the change compared to 2 failures in the prior 5-year period. Conclusions The structured program described here is important as a template that could be adopted by any pathology training program. The question bank developed by this program is a valuable and transferable aid. However, success of such a program is dependent on the commitment of a knowledgeable, dedicated, and passionate teacher.

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Louisville Lectures: FOAMed Meets Internal Medicine Residency

Cited by 3 publications

References 1 publication

Using Free Open Access Medical Education (FOAMed) for Emergency Medical Service education

Using Free Open Access Medical Education (FOAMed) for Emergency Medical Service education

Conferences Without the Conference Room: Adapting Residency Core Curricula After COVID-19

Engaging Pathology Residents in Clinical Chemistry: The Essential Ingredient Is a Committed Teacher

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