1
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Fleet SE, Sideridis G, Wolbrink T. Knowledge assessment tool for pediatric parenteral nutrition: A validation study. JPEN J Parenter Enteral Nutr 2024. [PMID: 39345223 DOI: 10.1002/jpen.2690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2024] [Revised: 09/09/2024] [Accepted: 09/11/2024] [Indexed: 10/01/2024]
Abstract
BACKGROUND Parenteral nutrition (PN) is a high-risk medication, and its prescription and administration requires extensive training. Difficulties inherent with bedside teaching have made teaching these concepts challenging. Currently, no knowledge assessment tools with validity evidence exist to test the effectiveness of new PN teaching interventions. We sought to develop and provide validity evidence for a pediatric PN knowledge test to measure the effectiveness of future teaching interventions. METHODS We created a multiple-choice question knowledge assessment tool that underwent content validation by PN experts and was emailed to potential participants. We evaluated the knowledge assessment tool for factorial validity, internal consistency reliability, and discriminant validity. RESULTS We enrolled 103 medical students (40%), residents and fellow trainees (55%), and attending physicians (5%) into the study between October 2021 and October 2022. Five of the 30 questions performed poorly based on their nonsignificant contribution to the primary aim of assessing pediatric PN knowledge. Following the exclusion of those questions, the knowledge assessment tool demonstrated an acceptable model fit, and the root mean squared error of approximation was <5%. The omega coefficient was 0.829, indicating acceptable levels of reliability, and using an analysis of variance test (ANOVA) demonstrated significant differences between groups, showing good discrimination between levels of experience (F[2, 80] = 39.002; P < 0.001). CONCLUSION We have developed and provided validity evidence for a multiple-choice question knowledge test that may be used by educators and programs to evaluate knowledge of pediatric PN in physicians and trainees.
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Affiliation(s)
- Sarah E Fleet
- Division of Gastroenterology, Hepatology, and Nutrition, Department of Pediatrics, Boston Children's Hospital, Boston, Massachusetts, USA
- Department of Pediatrics, Harvard Medical School, Boston, Massachusetts, USA
| | - Georgios Sideridis
- Department of Pediatrics, Harvard Medical School, Boston, Massachusetts, USA
- Institutional Centers for Clinical and Translational Research, Boston Children's Hospital, Boston, Massachusetts, USA
| | - Traci Wolbrink
- Department of Anesthesiology, Critical Care, and Pain Medicine, Boston Children's Hospital, Boston, Massachusetts, USA
- Department of Anaesthesia, Harvard Medical School, Boston, Massachusetts, USA
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2
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Silverman JA, Chugh A, Hollier JM, Martin N, Raghu VK, Rosas-Blum E, van Tilburg MAL, Venkataraman-Rao P, Venkatesh RD, Lu PL. Using social media for patient care, research, and professional development: A North American Society of Pediatric Gastroenterology, Hepatology, and Nutrition position paper. J Pediatr Gastroenterol Nutr 2024; 78:414-427. [PMID: 38299267 DOI: 10.1002/jpn3.12051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Revised: 10/02/2023] [Accepted: 10/15/2023] [Indexed: 02/02/2024]
Abstract
The advent of social media has changed numerous aspects of modern life, with users developing and maintaining personal and professional relationships, following and sharing breaking news and importantly, searching for and disseminating health information and medical research. In the present paper, we reviewed available literature to outline the potential uses, pitfalls and impacts of social media for providers, scientists and institutions involved in digestive health in the domains of patient care, research and professional development. We recommend that these groups become more active participants on social media platforms to combat misinformation, advocate for patients, and curate and disseminate valuable research and educational materials. We also recommend that societies such as NASPGHAN assist its members in accessing training on effective social media use and the creation and maintenance of public-facing profiles and that academic institutions incorporate substantive social media contributions into academic promotion processes.
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Affiliation(s)
- Jason A Silverman
- Division of Gastroenterology and Nutrition, Department of Pediatrics, University of Alberta, Edmonton, Alberta, Canada
| | - Ankur Chugh
- Division of Pediatric Gastroenterology, Hepatology and Nutrition, Department of Pediatrics, Medical College of Wisconsin, Children's Wisconsin, Milwaukee, Wisconsin, USA
| | - John M Hollier
- Division of Gastroenterology, Hepatology, and Nutrition, Baylor College of Medicine, Houston, Texas, USA
| | - Nicole Martin
- Clinical Nutrition, Children's Wisconsin, Milwaukee, Wisconsin, USA
| | - Vikram K Raghu
- Division of Pediatric Gastroenterology, Hepatology, and Nutrition, UPMC Children's Hospital Pittsburgh, Pittsburgh, Pennsylvania, USA
| | | | - Miranda A L van Tilburg
- Department of Internal Medicine, Joan C Edwards School of Medicine, Marshall University, Huntington, West Virginia, USA
| | - Priya Venkataraman-Rao
- Office of Clinical Evidence & Analysis, Center for Devices and Radiological Health, U.S. Food and Drug Administration, Silver Spring, Maryland, USA
| | - Rajitha D Venkatesh
- Division of Pediatric Gastroenterology, Hepatology and Nutrition, Nationwide Children's Hospital, Columbus, Ohio, USA
| | - Peter L Lu
- Division of Pediatric Gastroenterology, Hepatology and Nutrition, Nationwide Children's Hospital, Columbus, Ohio, USA
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3
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Masters K, Correia R, Nemethy K, Benjamin J, Carver T, MacNeill H. Online learning in health professions education. Part 2: Tools and practical application: AMEE Guide No. 163. MEDICAL TEACHER 2024; 46:18-33. [PMID: 37740948 DOI: 10.1080/0142159x.2023.2259069] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/25/2023]
Abstract
Part 1 of the AMEE Guide Online learning in health professions education focused on foundational concepts such as theory, methods, and instructional design in online learning. Part 2 builds upon Part 1, introducing technology tools and applications of these foundational concepts by exploring the various levels (from beginner to advanced) of utilisation, while describing how their usage can transform Health Professions Education. This Part covers Learning Management Systems, infographics, podcasting, videos, websites, social media, online discussion forums, simulation, virtual patients, extended and virtual reality. Intertwined are other topics, such as online small group teaching, game-based learning, FOAM, online social and collaboration learning, and virtual care teaching. We end by discussing digital scholarship and emerging technologies. Combined with Part 1, the overall aim of Part 2 is to produce a comprehensive overview to help guide effective use online learning in Health Professions Education.
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Affiliation(s)
- Ken Masters
- Medical Education and Informatics Department, College of Medicine and Health Sciences, Sultan Qaboos University, Sultanate of Oman
| | | | - Kataryna Nemethy
- Baycrest Academy, Dalla Lana School of Public Health, University of Toronto, Toronto, Canada
| | - Jennifer Benjamin
- Department of Education Innovation and Technology, Texas Childrens Hospital (TCH), Texas, USA
| | | | - Heather MacNeill
- Department of Medicine, Continuing Professional Development, University of Toronto, Toronto, Canada
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4
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Lin M, Phipps M, Chan TM, Thoma B, Nash CJ, Yilmaz Y, Chen D, He S, Gisondi MA. Digital Impact Factor: A Quality Index for Educational Blogs and Podcasts in Emergency Medicine and Critical Care. Ann Emerg Med 2023; 82:55-65. [PMID: 36967275 DOI: 10.1016/j.annemergmed.2023.02.011] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2022] [Revised: 02/03/2023] [Accepted: 02/09/2023] [Indexed: 06/18/2023]
Abstract
STUDY OBJECTIVE Given the popularity of educational blogs and podcasts in medicine, learners and educators need tools to identify trusted and impactful sites. The Social Media Index was a multi-sourced formula to rank the effect of emergency medicine and critical care blogs. In 2022, a key data point for the Social Media Index became unavailable. This bibliometric study aimed to develop a new measure, the Digital Impact Factor, as a replacement. METHODS The Digital Impact Factor incorporated modern measures of website authority and reach. This formula was applied to a cross-sectional study of active emergency medicine and critical care blogs and podcasts. For each website, we generated a Digital Impact Factor score based on Ahrefs Domain Rating and the follower count of the websites' pages from 8 social media platforms. A series of Spearman correlations provided evidence of association by comparing a rank-ordered list to rank lists derived from the Social Media Index over the last 5 years. The Bland-Altman analysis assessed for agreement. RESULTS The authors identified 88 relevant websites with a median Ahrefs Domain Rating of 28 (range 0 to 71, maximum 100) and total social media followership count across 8 platforms of 1,828,557. The Domain Rating and individual social media followership scores were normalized based on the highest recorded values to yield the Digital Impact Factor (median 4.57; range 0.02 to 9.50, maximum 10). The correlation between the 2022 Digital Impact Factor and the 2021 Social Media Index was 0.94 (95% confidence interval 0.89 to 0.97; p<.001; n=41 rankings correlated), suggesting that they measure similar constructs. The Bland-Altman plot also demonstrated fair agreement between the 2 scores. CONCLUSION The Digital Impact Factor is a measure of the relative effect of educational blogs and podcasts within emergency medicine and critical care.
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Affiliation(s)
- Michelle Lin
- Department of Emergency Medicine, University of California, San Francisco, San Francisco, CA.
| | - Mina Phipps
- Department of Emergency Medicine, Stanford University, Stanford, CA
| | - Teresa M Chan
- Division of Emergency Medicine, Department of Medicine and the McMaster Education Research, Innovation and Theory, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
| | - Brent Thoma
- Department of Emergency Medicine, University of Saskatchewan, Saskatoon, SK, Canada
| | - Christopher J Nash
- Department of Emergency Medicine, Massachusetts General Hospital, Boston, MA
| | - Yusuf Yilmaz
- McMaster Education Research, Innovation and Theory, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada; Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey
| | - David Chen
- Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Shuhan He
- Department of Emergency Medicine and the Center for Innovation in Digital Healthcare, Massachusetts General Hospital, Boston, MA
| | - Michael A Gisondi
- Precision Education and Assessment Research Lab, Department of Emergency Medicine, Stanford School of Medicine, Stanford, CA
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5
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Larsen DM, Boscardin CK, Sparks MA. Engagement in Free Open Access Medical Education by US Nephrology Fellows. Clin J Am Soc Nephrol 2023; 18:573-580. [PMID: 36800537 PMCID: PMC10278785 DOI: 10.2215/cjn.0000000000000123] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Accepted: 02/05/2023] [Indexed: 02/19/2023]
Abstract
BACKGROUND As free open access medical education (FOAMed) use increases, it is important to characterize how and why learners are using this educational material in nephrology. We describe the frequency, purpose, and type of FOAMed usage across US nephrology fellows. METHODS In this cross-sectional survey, items were emailed to all US adult and pediatric nephrology fellows via the American Society of Nephrology (ASN) Fellow Survey in May 2022. The eight-item survey, developed to measure FOAMed engagement, had previously undergone instrument validation. The results were analyzed by descriptive statistics. RESULTS In total, 43% (359/842) adult nephrology fellows and 51% (45/88) pediatric nephrology fellows completed the survey. Seventy-four percent (300/404) of fellows reported using FOAMed, and 72% (215/300) started using FOAMed within the past 2 years. Of FOAMed users, 41% (122/300) reported viewing FOAMed and 33% (99/300) reported applying knowledge gained from these resources daily or weekly. Common purposes for FOAMed engagement included searching Twitter to learn about others' opinions in the field (43%; 130/300), reading blogs to answer clinical questions (35%; 105/300), and listening to podcasts for the most up-to-date information (39%; 116/300). Compared with traditional educational resources, fellows preferred using FOAMed for staying up to date on nephrology topics (75%) and answering clinical questions (37%). Among all fellows, the greatest barriers to FOAMed use were unfamiliarity with FOAMed (27%; 111/404), validity concerns (22%; 90/404), and a lack of a local community of FOAMed users (22%; 87/404). CONCLUSIONS Seventy-four percent of nephrology fellows used FOAMed resources in a variety of ways, and of them, 33% of fellows clinically applied knowledge gained from these resources. Reasons for engaging with FOAMed varied across resources.
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Affiliation(s)
- Dana M. Larsen
- Division of Nephrology, Department of Medicine, University of California, San Francisco, San Francisco, California
- Division of Nephrology, San Francisco VA Medical Center, San Francisco, California
| | - Christy K. Boscardin
- Departments of Medicine and Anesthesia and Perioperative Care, University of California, San Francisco, San Francisco, California
| | - Matthew A. Sparks
- Division of Nephrology, Department of Medicine, Duke University School of Medicine, Durham, North Carolina
- Renal Section, Durham VA Health Care System, Durham, North Carolina
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Windram JD, Neal A, McMahon CJ. Evolution in Congenital Cardiology Education: The Rise of Digital-Learning Tools. CJC PEDIATRIC AND CONGENITAL HEART DISEASE 2023; 2:93-102. [PMID: 37970528 PMCID: PMC10642146 DOI: 10.1016/j.cjcpc.2022.12.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 12/23/2022] [Indexed: 11/17/2023]
Abstract
Technology-enhanced learning is now an established part of medical education due to its ready availability and on-demand nature. This offers new opportunities but also challenges to both learners and teachers. This review outlines the current use of social media tools and online resources in medical education with a particular emphasis on congenital cardiology. It provides strategies to the reader on how to optimize learning in the digital environment and offers guidance on how such tools can be incorporated into routine educational practice. Suggestions for developing and assessing educational material online are discussed. Lastly, the concepts of digital professionalism and digital scholarship are explored to aid medical teachers and educators employ these technologies effectively into their teaching and career development.
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Affiliation(s)
- Jonathan D. Windram
- Department of Cardiology, Mazankowski Heart Institute, University of Alberta, Edmonton, Alberta, Canada
| | - Ashley Neal
- Department of Pediatric Cardiology, Cincinnati Children’s Hospital, Cincinnati, Ohio, USA
| | - Colin J. McMahon
- Department of Pediatric Cardiology, Children’s Health Ireland, Crumlin, Dublin 12, Ireland
- School of Medicine, University College Dublin, Belfield, Dublin 4, Ireland
- School of Health Professions Education, Maastricht University, Maastricht, the Netherlands
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7
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Ko BS, Pivert KA, Rope R, Burgner AM, Waitzman JS, Halbach SM, Boyle SM, Chan L, Sozio SM. Nephrology Trainee Education Needs Assessment: Five Years and a Pandemic Later. Kidney Med 2022; 4:100548. [PMID: 36275043 PMCID: PMC9575331 DOI: 10.1016/j.xkme.2022.100548] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022] Open
Affiliation(s)
| | - Kurtis A. Pivert
- American Society of Nephrology, Washington, District of Columbia
| | - Rob Rope
- Oregon Health & Science University, Portland, Oregon
| | | | | | | | | | - Lili Chan
- Icahn School of Medicine at Mount Sinai, New York, New York
| | - Stephen M. Sozio
- Johns Hopkins University School of Medicine and Bloomberg School of Public Health, Baltimore, Maryland
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Brindley PG, Byker L, Carley S, Thoma B. Assessing on-line medical education resources: A primer for acute care medical professionals and others. J Intensive Care Soc 2022; 23:340-344. [PMID: 36033246 PMCID: PMC9411779 DOI: 10.1177/1751143721999949] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/25/2023] Open
Abstract
The internet is increasingly used to propagate medical education, debate, and even disinformation. Therefore, this primer aims to help acute care medical professionals, as well as the public. This is because we all need to be able to critically appraise digital products, appraise content producers, and reflect upon our own on-line presence. This article discusses the challenges and opportunities associated with online medical resources. We then review Free Open Access Medical Education (FOAMed) and the key tools used to assess the trustworthiness of on-line medical products. Specifically, after discussing the pros and cons of traditional academic quality metrics, we compare and contrast the Social Media Index, the ALiEM AIR score, the Revised METRIQ Score, and gestalt. We also discuss internet search engines, peer review, and the important message behind the seemingly tongue-in-cheek Kardashian Index. Hopefully, this primer bolsters basic digital literacy and helps trainees, practitioners, and the public locate useful and reliable on-line resources. Importantly, we highlight the continued importance of traditional academic medicine and primary source publications.
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Affiliation(s)
- Peter G Brindley
- Department of Critical Care Medicine, University of Alberta, Edmonton, AB, Canada
- Peter Wall Institute of Advanced Studies, University of British Columbia, Vancouver, BC, Canada
| | - Leon Byker
- Department of Critical Care Medicine, University of Alberta, Edmonton, AB, Canada
| | - Simon Carley
- Emergency Medicine, Manchester Metropolitan University, Manchester, UK
| | - Brent Thoma
- College of Medicine, University of Saskatchewan, Saskatoon, SK, Canada
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COVID-19 Intensive Care—Evaluation of Public Information Sources and Current Standards of Care in German Intensive Care Units: A Cross Sectional Online Survey on Intensive Care Staff in Germany. Healthcare (Basel) 2022; 10:healthcare10071315. [PMID: 35885841 PMCID: PMC9319015 DOI: 10.3390/healthcare10071315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Revised: 07/11/2022] [Accepted: 07/13/2022] [Indexed: 11/16/2022] Open
Abstract
Backround: In February 2021, the first formal evidence and consensus-based (S3) guidelines for the inpatient treatment of patients with COVID-19 were published in Germany and have been updated twice during 2021. The aim of the present study is to re-evaluate the dissemination pathways and strategies for ICU staff (first evaluation in December 2020 when previous versions of consensus-based guidelines (S2k) were published) and question selected aspects of guideline adherence of standard care for patients with COVID-19 in the ICU. Methods: We conducted an anonymous online survey among German intensive care staff from 11 October 2021 to 11 November 2021. We distributed the survey via e-mail in intensive care facilities and requested redirection to additional intensive care staff (snowball sampling). Results: There was a difference between the professional groups in the number, selection and qualitative assessment of information sources about COVID-19. Standard operating procedures were most frequently used by all occupational groups and received a high quality rating. Physicians preferred sources for active information search (e.g., medical journals), while nurses predominantly used passive consumable sources (e.g., every-day media). Despite differences in usage behaviour, the sources were rated similarly in terms of the quality of the information on COVID-19. The trusted organizations have not changed over time. The use of guidelines was frequently stated and highly recommended. The majority of the participants reported guideline-compliant treatment. Nevertheless, there were certain variations in the use of medication as well as the criteria chosen for discontinuing non-invasive ventilation (NIV) compared to guideline recommendations. Conclusions: An adequate external source of information for nursing staff is lacking, the usual sources of physicians are only appropriate for the minority of nursing staff. The self-reported use of guidelines is high.
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Boreskie PE, Chan TM, Novak C, Johnson A, Wolpaw J, Ong A, Priddis K, Buddhdev P, Adkins J, Silverman JA, Davis T, Siegler JE. Medical Education Blog and Podcast Utilization During the COVID-19 Pandemic. Cureus 2022; 14:e23361. [PMID: 35475051 PMCID: PMC9020462 DOI: 10.7759/cureus.23361] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/20/2022] [Indexed: 11/05/2022] Open
Abstract
Introduction The coronavirus disease 2019 (COVID-19) pandemic disrupted traditional in-person learning models. Free Open Access Medical (FOAM) education resources naturally filled this void, so we evaluated how medical blog and podcast utilization changed during the early months of the pandemic. Methods Academic medical podcast and blog producers were surveyed on blog and podcast utilization immediately before (January-March 2020) and after (April-May 2020) the COVID-19 pandemic declaration and subsequent lockdown. Utilization is quantified in terms of blog post pageviews and podcast downloads. Linear regression was used to estimate the effect of publication during the COVID-19 period on 30-day downloads or pageviews. A linear mixed model was developed to confirm this relationship after adjustment for independent predictors of higher 30-day downloads or pageviews, using the podcast or blog as a random intercept. Results Compared to the pre-pandemic period, downloads and pageviews per unique blog and podcast publication significantly increased for blogs (median 30-day pageviews 802 to 1860, p<0.0001) but not for podcasts (median 30-day downloads 2726 to 1781, p=0.27). Publications that contained COVID-19 content were strongly associated with higher monthly utilization (β=7.21, 95% CI 6.29-8.14 p<0.001), and even non-COVID-19 material had higher utilization in the early pandemic (median 30-day downloads/pageviews 868 to 1380, p<0.0001). Discussion The increased blog pageviews during the early months of the COVID-19 pandemic demonstrated the important role of blogs in rapid knowledge translation. Podcasts did not experience a similar increase in utilization.
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Affiliation(s)
| | - Teresa M Chan
- Emergency Medicine, McMaster University, Hamilton, CAN
| | - Chris Novak
- Pediatrics, University of Calgary, Calgary, CAN
| | - Adam Johnson
- Vascular and Endovascular Surgery, Presbyterian Weill Cornell College of Medicine, New York, USA
| | - Jed Wolpaw
- Anesthesia and Critical Care Medicine, Johns Hopkins University School of Medicine, Baltimore, USA
| | - Andrew Ong
- Gastroenterology and Hepatology, Singapore General Hospital, Singapore, SGP
| | - Katherine Priddis
- Pediatric Emergency Medicine, Watford General Hospital, Watford, GBR
| | - Pranai Buddhdev
- Pediatric Orthopaedics, Broomfield Hospital, Broomfield, GBR
| | - Jessica Adkins
- Emergency Medicine, University of Kentucky, Lexington, USA
| | - Jason A Silverman
- Pediatric Gastroenterology and Nutrition, University of Alberta, Edmonton, CAN
| | - Tessa Davis
- Pediatric Emergency Medicine, Royal London Hospital, London, GBR
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11
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Identifying Social Media Competencies for Health Professionals: An International Modified Delphi Study to Determine Consensus for Curricular Design. Ann Emerg Med 2022; 79:560-567. [PMID: 35339286 DOI: 10.1016/j.annemergmed.2022.02.016] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Revised: 02/09/2022] [Accepted: 02/16/2022] [Indexed: 12/19/2022]
Abstract
STUDY OBJECTIVE The use of social media by health professionals is widespread. However, there is a lack of training to support the effective use of these novel platforms that account for the nuances of an effective health and research communication. We sought to identify the competencies needed by health care professionals to develop an effective social media presence as a medical professional, with the goal of building a social media curriculum. METHODS We conducted a modified Delphi study, utilizing Kraiger's Knowledge, Skills, and Attitudes framework to identify appropriate items for inclusion in a social media curriculum targeted at health care professionals. Experts in this space were defined as health care professionals who had delivered workshops, published papers, or developed prominent social media tools/accounts. They were recruited through a multimodal campaign to complete a series of 3 survey rounds designed to build consensus. In keeping with prior studies, a threshold of 80% endorsement was used for inclusion in the final list of items. RESULTS Ninety-eight participants met the expert criteria and were invited to participate in the study. Of the 98 participants, 92 (94%) experts completed the first round; of the 92 experts who completed the first round, 83 (90%) completed the second round; and of the 83 experts who completed the second round, 81 (98%) completed the third round of the Delphi study. Eighteen new items were suggested in the first survey and incorporated into the study. A total of 46 items met the 80% inclusion threshold. CONCLUSION We identified 46 items that were believed to be important for health care professionals using social media. This list should inform the development of curricular activities and objectives.
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12
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Gray JM, Schnadower D, LaFollette R, Shah AS, Sobolewski B. Going viral: A scoping review of the current state and impact of online research dissemination in emergency medicine. AEM EDUCATION AND TRAINING 2022; 6:e10725. [PMID: 35224409 PMCID: PMC8855629 DOI: 10.1002/aet2.10725] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Revised: 12/29/2021] [Accepted: 01/04/2022] [Indexed: 05/30/2023]
Abstract
BACKGROUND The use of free open-access medical education (FOAM) and other online knowledge dissemination methods has increased over the past decade. However, the role and impact of these tools in the knowledge translation continuum are poorly understood, potentially limiting the ability of knowledge generators to fully harness and exploit their potential. Here, we aim to comprehensively map and synthesize the literature describing the use of online tools for the dissemination of emergency medicine research. METHODS Using scoping review methodology, we searched the traditional literature via PubMed, CINAHL, EMBASE, ERIC, SCOPUS, and the gray literature for publications exploring online methods to disseminate new research findings. We synthesized the results and constructed a conceptual model of current research dissemination methods. RESULTS We included 79 out of 655 unique abstracts and articles identified in our search, 62 of which were from the traditional literature. We describe six primary domains: integration with traditional literature, measurement of dissemination, online organizations and communities of practice, professional development, quality assurance tools and techniques, and advantages and disadvantages of FOAM. For each domain we present an exemplar article and prevailing gaps in knowledge. Finally, we propose a current conceptual framework for dissemination of new research findings that describes both traditional and novel methods of dissemination. CONCLUSIONS This comprehensive review of the literature and current dissemination framework will empower researchers, research networks, and granting organizations to maximize their use of FOAM and other online methods to disseminate new knowledge as well as provide clinicians a better understanding of the tools and methods by which to access and implement new research findings.
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Affiliation(s)
- James M. Gray
- Division of Emergency MedicineCincinnati Children’s Hospital Medical CenterCincinnatiOhioUSA
| | - David Schnadower
- Division of Emergency MedicineCincinnati Children’s Hospital Medical CenterCincinnatiOhioUSA
- Department of PediatricsUniversity of Cincinnati College of MedicineCincinnatiOhioUSA
| | - Ryan LaFollette
- Department of Emergency MedicineUniversity of Cincinnati College of MedicineCincinnatiOhioUSA
| | - Ashish S. Shah
- Division of Emergency MedicineRady Children’s HospitalSan DiegoCaliforniaUSA
- Department of PediatricsUniversity of California–San DiegoSan DiegoCaliforniaUSA
| | - Brad Sobolewski
- Division of Emergency MedicineCincinnati Children’s Hospital Medical CenterCincinnatiOhioUSA
- Department of PediatricsUniversity of Cincinnati College of MedicineCincinnatiOhioUSA
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13
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Ting DK, Bailey BH, Scheuermeyer FX, Harris DR, Chan TM. The Journal Club 3.0: A qualitative, multisite study examining a new educational paradigm in the era of open educational resources. AEM EDUCATION AND TRAINING 2022; 6:e10723. [PMID: 35128299 PMCID: PMC8794356 DOI: 10.1002/aet2.10723] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/22/2021] [Revised: 12/02/2021] [Accepted: 12/20/2021] [Indexed: 05/21/2023]
Abstract
BACKGROUND The journal club is a ubiquitous and time-honored tradition within medical education. However, in recent years, open educational resources (OERs) have become increasingly influential in how physicians interact with the medical literature across multiple specialties. The authors sought to explore how emergency medicine (EM) resident physicians reconcile different perspectives across OERs into their educational experience at the journal club. METHODS From January 2018 to September 2019, the authors enrolled 25 EM residents from four teaching sites associated with the University of British Columbia, Canada, to participate in either a focus group (seven residents) or individual interviews (18 residents). The authors used a snowball sampling technique. Using a constructivist grounded theory analysis, two investigators independently reviewed transcripts, meeting regularly to discuss themes until sufficiency was achieved. RESULTS The study data expand the theoretical understanding of the resident journal club experience. Residents used multiple sources including OERs to learn about new evidence in the specialty. The rise of OERs helped residents to focus on developing critical appraisal skills and social bonds during the journal club. The local journal club gained a new relevancy in acting as a quality control mechanism against the premature adoption of research findings discussed in OERs. DISCUSSION To date, most educators assume that residents prepare for a journal club by reading the selected articles and applying knowledge from their previous education. Instead, our findings suggest a more dynamic experience that integrates OERs. OERs enhance the journal club experience by allowing junior residents to more easily participate in discussions and to broaden the discussion to multiple clinical settings. Understanding these processes could inform future educational strategies around the journal club.
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Affiliation(s)
- Daniel K. Ting
- Department of Emergency MedicineUniversity of British ColumbiaVancouverBritish ColumbiaCanada
| | - Britt H. Bailey
- Department of Emergency MedicineUniversity of British ColumbiaKelownaBritish ColumbiaCanada
| | - Frank X. Scheuermeyer
- Department of Emergency MedicineUniversity of British ColumbiaVancouverBritish ColumbiaCanada
- Center for Health Evaluation and Outcome SciencesVancouverBritish ColumbiaCanada
| | - Devin R. Harris
- Department of Emergency MedicineUniversity of British ColumbiaKelownaBritish ColumbiaCanada
- Quality Patient Safety and ResearchInterior HealthKelownaBritish ColumbiaCanada
| | - Teresa M. Chan
- Division of Emergency Medicine and Division of Education & InnovationDepartment of MedicineMcMaster UniversityHamiltonOntarioCanada
- Program for Faculty DevelopmentFaculty of Health SciencesMcMaster UniversityHamiltonOntarioCanada
- McMaster Education Research, Innovation, and Theory (MERIT) ProgramHamiltonOntarioCanada
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14
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Bjorklund A, Slusher T, Day LT, Yola MM, Sleeth C, Kiragu A, Shirk A, Krohn K, Opoka R. Pediatric Critical Care in Resource Limited Settings-Lessening the Gap Through Ongoing Collaboration, Advancement in Research and Technological Innovations. Front Pediatr 2022; 9:791255. [PMID: 35186820 PMCID: PMC8851601 DOI: 10.3389/fped.2021.791255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/08/2021] [Accepted: 12/21/2021] [Indexed: 12/02/2022] Open
Abstract
Pediatric critical care has continued to advance since our last article, "Pediatric Critical Care in Resource-Limited Settings-Overview and Lessons Learned" was written just 3 years ago. In that article, we reviewed the history, current state, and gaps in level of care between low- and middle-income countries (LMICs) and high-income countries (HICs). In this article, we have highlighted recent advancements in pediatric critical care in LMICs in the areas of research, training and education, and technology. We acknowledge how the COVID-19 pandemic has contributed to increasing the speed of some developments. We discuss the advancements, some lessons learned, as well as the ongoing gaps that need to be addressed in the coming decade. Continued understanding of the importance of equitable sustainable partnerships in the bidirectional exchange of knowledge and collaboration in all advancement efforts (research, technology, etc.) remains essential to guide all of us to new frontiers in pediatric critical care.
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Affiliation(s)
- Ashley Bjorklund
- Department of Pediatrics, Hennepin Healthcare, Minneapolis, MN, United States
- Global Pediatric Program, Division of Pediatric Critical Care, Department of Pediatrics, University of Minnesota, Minneapolis, MN, United States
| | - Tina Slusher
- Department of Pediatrics, Hennepin Healthcare, Minneapolis, MN, United States
- Global Pediatric Program, Division of Pediatric Critical Care, Department of Pediatrics, University of Minnesota, Minneapolis, MN, United States
| | - Louise Tina Day
- Maternal and Newborn Health Group, Department of Infectious Disease Epidemiology, London School Hygiene and Tropical Medicine, London, United Kingdom
| | | | - Clark Sleeth
- Department of Pediatrics, Tenwek Hospital, Bomet, Kenya
| | - Andrew Kiragu
- Department of Pediatrics, Hennepin Healthcare, Minneapolis, MN, United States
- Global Pediatric Program, Division of Pediatric Critical Care, Department of Pediatrics, University of Minnesota, Minneapolis, MN, United States
- Childrens Hospital of Minnesota, Minneapolis, MN, United States
| | - Arianna Shirk
- Department of Pediatrics, Africa Inland Church Kijabe Hospital, Kijabe, Kenya
| | - Kristina Krohn
- Global Pediatric Program, Division of Pediatric Critical Care, Department of Pediatrics, University of Minnesota, Minneapolis, MN, United States
- Department of Internal Medicine, University of Minnesota, Minneapolis, MN, United States
| | - Robert Opoka
- Department of Pediatrics, Makerere University, Kampala, Uganda
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15
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Sklar D, Yilmaz Y, Chan TM. What the COVID-19 Pandemic Can Teach Health Professionals About Continuing Professional Development. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:1379-1382. [PMID: 34292194 PMCID: PMC8475641 DOI: 10.1097/acm.0000000000004245] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
The world's health care providers have realized that being agile in their thinking and growth in times of rapid change is paramount and that continuing education can be a key facet of the future of health care. As the world recovers from the COVID-19 pandemic, educators at academic health centers are faced with a crucial question: How can continuing professional development (CPD) within teams and health systems be improved so that health care providers will be ready for the next disruption? How can new information about the next disruption be collected and disseminated so that interprofessional teams will be able to effectively and efficiently manage a new disease, new information, or new procedures and keep themselves safe? Unlike undergraduate and graduate/postgraduate education, CPD does not always have an identified educational home and has had uneven and limited innovation during the pandemic. In this commentary, the authors explore the barriers to change in this sector and propose 4 principles that may serve to guide a way forward: identifying a home for interprofessional continuing education at academic health centers, improving workplace-based learning, enhancing assessment for individuals within health care teams, and creating a culture of continuous learning that promotes population health.
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Affiliation(s)
- David Sklar
- D. Sklar is professor of emergency medicine, University of New Mexico Health Sciences Center, Albuquerque, New Mexico, professor, Arizona State University, College of Health Solutions, Phoenix, Arizona, and professor, University of Arizona College of Medicine, Tucson, Arizona; ORCID: http://orcid.org/0000-0003-4705-7904
| | - Yusuf Yilmaz
- Y. Yilmaz is a postdoctoral fellow, McMaster Education Research, Innovation, and Theory (MERIT) and Continuing Professional Development Office, McMaster University, Hamilton, Ontario, Canada, and a researcher-lecturer, Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey; ORCID: http://orcid.org/0000-0003-4378-4418
| | - Teresa M. Chan
- T.M. Chan is associate dean, Continuing Professional Development, Faculty of Health Sciences, McMaster University, associate professor, Divisions of Education & Innovation and Emergency Medicine, Department of Medicine, McMaster University, program director, Clinician Educator Area of Focused Competence Diploma Program, Royal College of Physicians and Surgeons of Canada, and clinician scientist, McMaster Education Research, Innovation, and Theory (MERIT), McMaster University, Hamilton, Ontario, Canada; ORCID: http://orcid.org/0000-0001-6104-462X
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16
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Javanbakhtian Ghahfarokhi R, Alavi M, Soleymani MR, Raeburn T, West S, Cleary M. Developing Capacity around Knowledge Translation: A Marriage of Action and Mindset. Issues Ment Health Nurs 2021; 42:884-886. [PMID: 33464939 DOI: 10.1080/01612840.2020.1866128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
| | - Mousa Alavi
- Department of Mental Health Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Mohammad Reza Soleymani
- Health Information Technology Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Toby Raeburn
- School of Nursing and Midwifery, Western Sydney University, Liverpool, NSW, Australia
| | - Sancia West
- College of Health and Medicine, University of Tasmania, Sydney, NSW, Australia
| | - Michelle Cleary
- College of Health and Medicine, University of Tasmania, Sydney, NSW, Australia
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17
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Morrison Ponce DP, Tomlinson S, Sobolewski B. FOAM Club: A Spin on the Traditional Journal Club Format Focused on Blogs and Podcasts. AEM EDUCATION AND TRAINING 2021; 5:e10516. [PMID: 34027281 PMCID: PMC8122134 DOI: 10.1002/aet2.10516] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Revised: 07/24/2020] [Accepted: 07/27/2020] [Indexed: 05/21/2023]
Affiliation(s)
- Daphne P. Morrison Ponce
- Department of Emergency MedicineDivision of Pediatric Emergency MedicineUniversity of MichiganAnn ArborMIUSA
- United States Navy Medical CorpsAnn ArborMIUSA
| | - Sarah Tomlinson
- Department of Emergency MedicineDivision of Pediatric Emergency MedicineUniversity of MichiganAnn ArborMIUSA
| | - Brad Sobolewski
- Department of PediatricsUniversity of Cincinnati College of Medicine & Division of Emergency MedicineCincinnati Children’s Hospital Medical CenterCincinnatiOHUSA
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18
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Rivera R, Smart J, Sakaria S, Wray A, Wiechmann W, Boysen-Osborn M, Toohey S. Planning Engaging, Remote, Synchronous Didactics in the COVID-19 Pandemic Era. JMIR MEDICAL EDUCATION 2021; 7:e25213. [PMID: 33872191 PMCID: PMC8115395 DOI: 10.2196/25213] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Revised: 03/10/2021] [Accepted: 04/14/2021] [Indexed: 05/08/2023]
Abstract
As part of the Accreditation Council for Graduate Medical Education requirements, residents must participate in structured didactic activities. Traditional didactics include lectures, grand rounds, simulations, case discussions, and other forms of in-person synchronous learning. The COVID-19 pandemic has made in-person activities less feasible, as many programs have been forced to transition to remote didactics. Educators must still achieve the goals and objectives of their didactic curriculum despite the new limitations on instructional strategies. There are several strategies that may be useful for organizing and creating a remote residency didactic curriculum. Educators must master new technology, be flexible and creative, and set rules of engagement for instructors and learners. Establishing best practices for remote didactics will result in successful, remote, synchronous didactics; reduce the impact of transitioning to a remote learning environment; and keep educators and learners safe as shelter-at-home orders remain in place.
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Affiliation(s)
- Ronald Rivera
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States
| | - Jonathan Smart
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States
| | - Sangeeta Sakaria
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States
| | - Alisa Wray
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States
| | - Warren Wiechmann
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States
| | - Megan Boysen-Osborn
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States
| | - Shannon Toohey
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States
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