Medical Education Blog and Podcast Utilization During the COVID-19 Pandemic

Boreskie, Patrick E; Chan, Teresa M.; Novak, Chris; Johnson, Adam P.; Wolpaw, Jed; Ong, Andrew Ming-Liang; Priddis, Katherine; Buddhdev, Pranai; Adkins, Jessica; Silverman, Jason A.; Davis, Tessa; Siegler, James E.

doi:10.7759/cureus.23361

Cited by 11 publications

(7 citation statements)

References 22 publications

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“…This pandemic has likely catalysed the demand for podcasts and made virtual education modalities more acceptable. 5 To the author's knowledge, this is the first review in the literature on podcasts in ophthalmology. By highlighting the characteristics of 145 ophthalmology podcasts and their hosts, it is our hope that the present study serves as an aid to listeners in navigating this new form of medical education.…”

Section: Sampling Datementioning

confidence: 96%

Social media for pupils: Evolution of podcasts in ophthalmology

Nguyen

Ruparelia

Sun

2022

Clinical Exper Ophthalmology

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Section: Sampling Datementioning

confidence: 96%

Social media for pupils: Evolution of podcasts in ophthalmology

Nguyen

Ruparelia

Sun

2022

Clinical Exper Ophthalmology

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“…Many health care professionals abandoned their use of traditional medical textbooks over the last decade in favor of open-access, web-based, digital learning resources [1][2][3][4][5]. These resources and the trends to use them are collectively termed FOAM, for free open-access meducation [6,7].…”

Section: Introductionmentioning

confidence: 99%

“…However, recent evidence shows that trainees seem to primarily use trusted blogs and podcasts when building their foundational medical knowledge [ 5 , 14 ]. Especially with the COVID-19 pandemic driving education toward more web-based content, the integration of FOAM in formal curricula has become more commonplace [ 4 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

A Fork in the Road for Emergency Medicine and Critical Care Blogs and Podcasts: Cross-sectional Study

Lin¹,

Phipps²,

Yılmaz³

et al. 2022

JMIR Med Educ

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Background Free open-access meducation (FOAM) refers to open-access, web-based learning resources in medicine. It includes all formats of digital products, including blogs and podcasts. The number of FOAM blog and podcast sites in emergency medicine and critical care increased dramatically from 2002 to 2013, and physicians began to rely on the availability of these resources. The current landscape of these FOAM sites is unknown. Objective This study aims to (1) estimate the current number of active, open-access blogs and podcasts in emergency medicine and critical care and (2) describe observed and anticipated trends in the FOAM movement using the Theory of Disruptive Innovation by Christensen as a theoretical framework. Methods The authors used multiple resources and sampling strategies to identify active, open-access blogs and podcasts between April 25, 2022, and May 8, 2022, and classified these websites as blogs, podcasts, or blogs+podcasts. For each category, they reported the following outcome measures using descriptive statistics: age, funding, affiliations, and team composition. Based on these findings, the authors projected trends in the number of active sites using a positivist paradigm and the Theory of Disruptive Innovation as a theoretical framework. Results The authors identified 109 emergency medicine and critical care websites, which comprised 45.9% (n=50) blogs, 22.9% (n=25) podcasts, and 31.2% (n=34) blogs+podcasts. Ages ranged from 0 to 18 years; 27.5% (n=30) sold products, 18.3% (n=20) used advertisements, 44.0% (n=48) had institutional funding, and 27.5% (n=30) had no affiliation or external funding sources. Team sizes ranged from 1 (n=26, 23.9%) to ≥5 (n=60, 55%) individuals. Conclusions There was a sharp decline in the number of emergency medicine and critical care blogs and podcasts in the last decade, dropping 40.4% since 2013. The initial growth of FOAM and its subsequent downturn align with principles in the Theory of Disruptive Innovation by Christensen. These findings have important implications for the field of medical education.

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“…However, a lack of time, supplies, formal training, and decreased opportunities lead to barriers in competence and self-confidence in performing a LP 5–9 . This gap has led to residents increasingly using other sources, such as reusable learning objects, procedural training videos, online blogs, and open-access educational resources, to gain knowledge 10,11 …”

mentioning

confidence: 99%

“…[5][6][7][8][9] This gap has led to residents increasingly using other sources, such as reusable learning objects, procedural training videos, online blogs, and open-access educational resources, to gain knowledge. 10,11 Video-based instruction has shown to improve knowledge retention and clinical skill. 12,13 Tutorial videos filmed from a first-person point of view (FP-POV) have also been well received by educators and trainees.…”

mentioning

confidence: 99%

First-Person Point-of-View Instructional Video on Lumbar Puncture Procedure

Hatt,

Zimmerman,

Chang

et al. 2023

Pediatr Emer Care

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Objectives Tutorial videos filmed from a first-person point of view (FP-POV) are generally well received. Pediatric residents are expected to be competent in performing the lumbar puncture (LP). The educational effectiveness of a FP-POV in lumbar puncture procedure training for resident physicians has yet to be evaluated. We compared a FPPOV LP video with a standard in-person demonstration of the LP. Methods We designed an assigned cohort study to compare a FP-POV procedural instructional video of a simulated pediatric LP to the standard in-person procedure demonstration. After the intervention, residents completed an LP observed by one of two blinded reviewers who assessed the procedure using a modified, published assessment tool. Participants completed preintervention and postintervention surveys to rate self-confidence and usefulness of the FP-POV educational method. The data was analyzed using a Wilcoxon Rank sum test. z Scores were calculated on the raw assessment scores. Results Eighteen first year pediatric residents participated, nine in each group. The median modified assessment tool score was 17 in the FP-POV group (min, 14; max, 17; IQR:, 1.5) and 14 in the standard demonstration group (min, 6; max, 17; IQR, 4.5), with the higher score being more successful. There was a statistical difference between the assessment scores between the 2 groups (z score = 2.18, P = 0.04). Postintervention survey data demonstrated relative satisfaction with the FPPOV educational method. Conclusions This study supports the educational effectiveness of a FP-POV procedure tutorial. Future studies with a larger sample size are needed.

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Medical Education Blog and Podcast Utilization During the COVID-19 Pandemic

Cited by 11 publications

References 22 publications

Social media for pupils: Evolution of podcasts in ophthalmology

Social media for pupils: Evolution of podcasts in ophthalmology

A Fork in the Road for Emergency Medicine and Critical Care Blogs and Podcasts: Cross-sectional Study

First-Person Point-of-View Instructional Video on Lumbar Puncture Procedure

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