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Kamalanathan H, Hains L, Bacchi S, Martin WN, Zaka A, Slattery F, Kovoor JG, Gupta AK, Psaltis P, Kovoor P. Listen to your heart: a critical analysis of popular cardiology podcasts. Front Med (Lausanne) 2024; 11:1278449. [PMID: 39104856 PMCID: PMC11299239 DOI: 10.3389/fmed.2024.1278449] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2023] [Accepted: 06/27/2024] [Indexed: 08/07/2024] Open
Abstract
Purpose Podcasts are an increasingly popular medium for medical education in the field of cardiology. However, evidence suggests that the quality of the information presented can be variable. The aim of our study was to assess the quality of the most popular cardiology podcasts on existing podcast streaming services, using tools designed to grade online medical education. Results We analyzed the five most recent episodes from 28 different popular cardiology podcasts as of 20th of September, 2022 using the validated rMETRIQ and JAMA scoring tools. The median podcast length was 20 min and most episodes were hosted by professors, subspecialty discussants or consultant physicians (87.14%). Although most episodes had only essential content (85%), only a small proportion of episodes provided detailed references (12.9%), explicitly identified conflicts of interest (30.7%), described a review process (13.6%), or provided a robust discussion of the podcast's content (13.6%). We observed no consistent relationship between episode length, seniority of host or seniority of guest speaker with rMETRIQ or JAMA scores. Conclusions Cardiology podcasts are a valuable remote learning tool for clinicians. However, the reliability, relevance, and transparency of information provided on cardiology podcasts varies widely. Streamlined standards for evaluation are needed to improve podcast quality.
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Affiliation(s)
- Harish Kamalanathan
- Department of Cardiology, Gold Coast University Hospital, Southport, QLD, Australia
| | - Lewis Hains
- Department of Research, School of Medicine, University of Adelaide, Adelaide, SA, Australia
| | - Stephen Bacchi
- College of Medicine and Public Health, Flinders University, Adelaide, SA, Australia
- Department of Research, Royal Adelaide Hospital, Adelaide, SA, Australia
| | - Wrivu N. Martin
- College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, Australia
| | - Ammar Zaka
- Department of Cardiology, Gold Coast University Hospital, Southport, QLD, Australia
| | - Flynn Slattery
- Department of Research, Royal Adelaide Hospital, Adelaide, SA, Australia
| | - Joshua G. Kovoor
- Department of Research, School of Medicine, University of Adelaide, Adelaide, SA, Australia
- Department of Research, Royal Adelaide Hospital, Adelaide, SA, Australia
| | - Aashray K. Gupta
- Department of Cardiology, Gold Coast University Hospital, Southport, QLD, Australia
- Department of Research, School of Medicine, University of Adelaide, Adelaide, SA, Australia
| | - Peter Psaltis
- Department of Research, School of Medicine, University of Adelaide, Adelaide, SA, Australia
- Department of Research, Royal Adelaide Hospital, Adelaide, SA, Australia
| | - Pramesh Kovoor
- Department of Cardiology, Westmead Hospital, Westmead, NSW, Australia
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Dascalu CG, Topoliceanu C, Antohe ME. Instructional Videos for Students in Dental Medicine: Rules of Design and Correlations with Their Habits as Internet Consumers. Eur J Investig Health Psychol Educ 2024; 14:1627-1646. [PMID: 38921074 PMCID: PMC11202797 DOI: 10.3390/ejihpe14060108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2024] [Revised: 05/27/2024] [Accepted: 05/31/2024] [Indexed: 06/27/2024] Open
Abstract
Multimedia resources, such as instructional videos, are currently enjoying a certain popularity in the training programs for medical and dental students. The major challenge is to create such resources with quality content that is approved by students. In order to answer this challenge, it is imperative to find out which features of instructional videos are considered to be necessary and useful by students, thus being able to excite them, to hold their attention, and to stimulate them in learning with pleasure. AIM We investigated the opinions of a sample of 551 students from four medical universities in Romania, in order to identify the students' preferred characteristics in instructional videos, both globally and comparatively on genders and age groups and also according to their general preferences for using internet services. MATERIAL AND METHODS We used univariate (hypothesis testing) and multivariate (two-step clustering) data analysis techniques and revealed three clusters of students, primarily determined by their perceptions of the visual appearance of the instructional videos. RESULTS The structure of the clusters by gender and age group was relatively similar, but we recorded differences associated with the students' expressed preferences for certain internet services compared to others. The first identified cluster (35.4% of the cases) contains students who prefer instructional videos to contain images used only for aesthetic purposes and to fill the gaps; they use internet services mainly for communication. The second cluster of students (34.8%) prefers videos designed as practical lessons, using explanatory drawings and diagrams drawn at the same time as the explanations; they also use internet services mainly for communication. The last cluster of students (29.8%) prefer videos designed as PowerPoint presentations, with animated pictures, diagrams, and drawings; they are slightly younger than the others and use internet services mainly for information and communication, but also for domestic facilities. CONCLUSIONS The students' preferences for certain features of instructional videos depend not only on gender and age but are also related to their developmental background and general opinions about modern technologies.
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Affiliation(s)
- Cristina Gena Dascalu
- Department of Medical Informatics and Biostatistics, Faculty of Medicine, “Grigore T. Popa” University of Medicine and Pharmacy, 16 Universității Street, 700115 Iasi, Romania
| | - Claudiu Topoliceanu
- Department of Odontology, Periodontology, Fixed Restorations, Faculty of Dental Medicine, “Grigore T. Popa” University of Medicine and Pharmacy, 16 Universității Street, 700115 Iasi, Romania;
| | - Magda Ecaterina Antohe
- Department of Implantology, Removable Dentures, Technology, Faculty of Dental Medicine, “Grigore T. Popa” University of Medicine and Pharmacy, 16 Universității Street, 700115 Iasi, Romania;
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Merchant AAH, Shah SA, Khursheed AA, Ali M, Najam S, Farooq R, Bakhshi SK, Afzal N, Rahim KA, Shaikh NQ, Haider AH. Quality of Trauma Surgery Podcasts in Credibility, Content, and Design. JAMA Netw Open 2024; 7:e2415636. [PMID: 38900427 PMCID: PMC11190801 DOI: 10.1001/jamanetworkopen.2024.15636] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Accepted: 04/04/2024] [Indexed: 06/21/2024] Open
Abstract
Importance There has been an emerging trend of podcast use in medical education over the past decade. With the increasing number of podcasts and learners' interest in trauma surgery, it is vital to validate the quality of these podcasts. Objective To determine the quantity and quality of podcast episodes on trauma surgery. Design, Setting, and Participants This cross-sectional study identified trauma surgery podcasts published globally on the Google, Apple, and Spotify platforms as of May 31, 2023. An initial screening excluded podcasts not fulfilling the inclusion criteria (published as of May 31, 2023, and covering clinical knowledge or mentorship on general trauma surgery). A 10-item checklist developed from a modified Delphi consensus method was created to assess the podcasts' credibility, content, and design as indicators of quality. Data extracted from each podcast episode included the duration, setting, host and guest credentials, and fulfillment of quality indicators. Data were analyzed on August 13, 2023. Main Outcomes and Measures The quality of each podcast was assessed using the 10-question checklist. A score of at least 80% in credibility (4 of 5 points), 75% in content (3 of 4 points), and 100% in design (1 of 1 point) was required to classify a podcast episode as having good quality. Results The initial search identified 204 podcasts on trauma surgery, of which 55 podcasts met the inclusion criteria. All 55 podcasts were published after 2014, with the majority hosted by males (85% [61 of 72 hosts]), based in the US (91% [50 of 55 podcasts]), and focused on clinical knowledge (80% [44 of 55 podcasts]). Podcast hosts and guests predominantly held a Doctor of Medicine degree (83% [113 of 136]), with 72% [46 of 64] of guests identifying as practicing trauma surgeons. While all 55 podcasts had excellent quality in terms of content and design, 20% (11 of 55) of podcasts were rated poorly on credibility. Credibility was further reduced for 60% (33 of 55) of podcasts because of nondisclosure of conflicts of interest. Conclusions and Relevance In this cross-sectional study of trauma surgery podcasts, most had good-quality content and design, but there was a lack of explicit conflict of interest disclosure. Content producers need to disclose their conflicts of interest appropriately to ensure credibility and improve the quality of their podcasts.
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Affiliation(s)
| | - Shayan Ali Shah
- Dean’s Office, Medical College, Aga Khan University, Karachi, Pakistan
| | | | - Madeeha Ali
- Department of Surgery, Aga Khan University, Karachi, Pakistan
| | - Sohaib Najam
- Department of Surgery, Aga Khan University, Karachi, Pakistan
| | - Rimsha Farooq
- Department of Surgery, Aga Khan University, Karachi, Pakistan
| | - Saqib Kamran Bakhshi
- Dean’s Office, Medical College, Aga Khan University, Karachi, Pakistan
- Department of Surgery, Aga Khan University, Karachi, Pakistan
| | - Noreen Afzal
- Dean’s Office, Medical College, Aga Khan University, Karachi, Pakistan
- Department of Surgery, Aga Khan University, Karachi, Pakistan
| | - Komal Abdul Rahim
- Dean’s Office, Medical College, Aga Khan University, Karachi, Pakistan
| | | | - Adil H. Haider
- Dean’s Office, Medical College, Aga Khan University, Karachi, Pakistan
- Department of Surgery, Aga Khan University, Karachi, Pakistan
- Department of Community Health Sciences, Aga Khan University, Karachi, Pakistan
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Dong SW, Stead W. Impact of the Febrile Podcast and Learning Resource as an Infectious Diseases Education Platform. Open Forum Infect Dis 2024; 11:ofae124. [PMID: 38560610 PMCID: PMC10977626 DOI: 10.1093/ofid/ofae124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2024] [Accepted: 03/01/2024] [Indexed: 04/04/2024] Open
Abstract
Background Febrile is an infectious diseases (ID) podcast and learning platform with the aim of providing high-quality and accessible ID content for learners. We describe the use of Febrile as a resource for learning and teaching ID as well as learner satisfaction and perceived impact on clinical practice. Methods The Febrile platform was launched in December 2020 and includes audio podcast episodes, infographics, and detailed online summaries of adult and pediatric ID topics. Production and contributor information is summarized. Podcast, website, and social media engagement is reported from available quantitative analytics. An online anonymous survey was conducted to assess educational impact. Results After 3 years of operation, Febrile has produced 90 episodes and has been downloaded >460 000 times in 196 countries, with the majority of its audience (58.9%) listening from within the United States. A total of 230 participants from 30 countries and 38 US states completed the survey, of whom 79 (34.5%) were ID fellows in training and 78 (34.2%) were ID faculty physicians. Seventy-two percent of survey respondents reported visiting the website, and 82% had seen an infographic. Enhancing core ID knowledge was the primary driver for listening. Two-thirds of respondents indicated that information learned from Febrile has changed their practice, and 50% have used Febrile as a way to teach others. Febrile also led to favorable impressions of ID for those considering ID as a career. Conclusions Febrile is an engaging platform for ID medical education and provides a unique resource within the global ID community.
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Affiliation(s)
- Sara W Dong
- Division of Infectious Diseases, Departments of Medicine and Pediatrics, Emory University School of Medicine and Children's Healthcare of Atlanta, Atlanta, Georgia, USA
| | - Wendy Stead
- Division of Infectious Diseases, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, Massachusetts, USA
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O'Neill S, Deegan J, Ramjit S, Reynolds JV, Donohoe CL. 'SurgTalk': The Educational Outcomes Associated With Development of a Surgical Podcast for Undergraduate Medical Students. JOURNAL OF SURGICAL EDUCATION 2024; 81:202-209. [PMID: 38160114 DOI: 10.1016/j.jsurg.2023.10.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Revised: 09/01/2023] [Accepted: 10/13/2023] [Indexed: 01/03/2024]
Abstract
OBJECTIVE Educational podcast series are becoming increasingly popular as free open access medical education (FOAMed) resources, however, the educational benefit associated with their use is unclear. The aim of this study was to assess the educational outcomes associated with the implementation of a surgical podcast series for undergraduate medical students. METHODS Two conversational case-based podcast episodes were recorded covering 2 common surgical presentations. Final-year medical students were recruited prospectively in January 2023 and underwent a baseline multiple choice question (MCQ) test covering the material within the podcast episodes. Participants were then provided with the episode files through encrypted Google Drive links. Two weeks following baseline assessment, students repeated the initial MCQ test and completed a postpodcast reaction survey. Data were analyzed using a paired t-test, multivariable regression analyses, and simple descriptive statistics. RESULTS Fifty students were enrolled in the study. All participants undertook the baseline assessment. About 98% completed the postpodcast MCQ, while 94% completed the postpodcast reaction survey. All participants who undertook the reaction survey (n = 47) found the podcast helpful in explaining surgical concepts, 92% of participants found the podcast enjoyable to listen to. The most commonly reported activity undertaken while listening was "commuting/driving" (n = 24, 48%). The mean baseline MCQ score was 44.6%. The mean postpodcast MCQ score was 65.51%. There was a mean absolute increase in test score of 20.2% from baseline which was statistically significant (95%CI 14.67-25.6, p < 0.001). CONCLUSION Implementation of this podcast series was associated with a statistically significant improvement in mean test score from baseline, reflecting knowledge acquisition. There was a positive user reaction and students were able to listen while performing other activities. Further evaluation of the educational outcomes associated with podcast use, particularly the effects on knowledge retention and clinical competence, is required.
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Affiliation(s)
- Susan O'Neill
- Department of Surgery, Trinity Centre for Health Sciences, Trinity College Dublin and St James' Hospital, Dublin, Ireland.
| | - Joseph Deegan
- Acute Medical Unit, St James' Hospital, Dublin, Ireland
| | - Sinéad Ramjit
- Department of Surgery, Trinity Centre for Health Sciences, Trinity College Dublin and St James' Hospital, Dublin, Ireland
| | - John V Reynolds
- Department of Surgery, Trinity Centre for Health Sciences, Trinity College Dublin and St James' Hospital, Dublin, Ireland
| | - Claire L Donohoe
- Department of Surgery, Trinity Centre for Health Sciences, Trinity College Dublin and St James' Hospital, Dublin, Ireland
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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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7
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Mohallem AGDC, Cunha MLR, Pancieri APL, Franco FAL, Dutra LA, Moraes MW, Dellê H. Quality of podcasts recorded by nursing lecturers as pre-class learning material for students: An observational study. Nurse Educ Pract 2023; 71:103721. [PMID: 37499536 DOI: 10.1016/j.nepr.2023.103721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2023] [Revised: 06/19/2023] [Accepted: 07/03/2023] [Indexed: 07/29/2023]
Abstract
AIM To evaluate the quality of podcasts produced by lecturers as pre-class learning material; to verify lecturers' buy-in, after a specific workshop, regarding the practice of producing and using podcasts. BACKGROUND The teaching-learning process has undergone significant changes in recent years with the proposal of the flipped classroom strategy, which places the student at the center of the learning process and uses technology that requires adaptation of lecturers, both inside and outside the classroom. Pre-class learning material is one of the features of the flipped classroom model. It provides basic concepts for problem solving in small group discussion in classroom. Podcasts for this educational purpose are a recent technology and their innovative characteristics require deeper understanding in terms of their influence and usability. DESIGN Prospective, descriptive and quantitative study. SETTING AND POPULATION A workshop on the production of educational podcasts was offered to 23 lecturers on the Nursing course. METHODS Data were collected in the second semester of 2021 and the quality analysis was based on criteria available in the literature. RESULTS Eighteen professors (78 %) participated in the study and 46 podcasts were produced. Most professors being nurses (61 %), followed by biologists (28 %). Most have a doctorate degree (72 %). These podcasts were available for a mean of five days before the classes and their mean access rate by students was 58 %. There was no correlation between the access rate and the period of availability before the relative class. Most podcasts were informative (100 %) and monologues (98 %). The average duration was 6.2 min, which is within the ideal duration recommended in the literature. All of the podcasts included a description of the learning objectives at the beginning and most of them also included a closing message at the end. CONCLUSION The nursing lecturers were able to produce their podcasts, which met quality criteria and reached the standards suggested by experts in the field.
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Affiliation(s)
| | - Mariana Lucas Rocha Cunha
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Ana Paula Loreto Pancieri
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Fernando Alves Lima Franco
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Livia Almeida Dutra
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Marcia Wanderley Moraes
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Humberto Dellê
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil; Postgraduate Program in Medicine, Universidade Nove de Julho (Uninove), São Paulo, SP, Brazil.
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Gottlieb M, Caretta‐Weyer H, Chan TM, Humphrey‐Murto S. Educator's blueprint: A primer on consensus methods in medical education research. AEM EDUCATION AND TRAINING 2023; 7:e10891. [PMID: 37448627 PMCID: PMC10336022 DOI: 10.1002/aet2.10891] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2023] [Revised: 06/05/2023] [Accepted: 06/06/2023] [Indexed: 07/15/2023]
Abstract
Consensus methods such as the Delphi and nominal group techniques are increasingly utilized within medical education research. This educator's blueprint paper provides practical strategies regarding five key steps for ensuring best practices when using consensus methods. These strategies include deciding which consensus method is best, developing the initial questionnaire, identifying the participants, determining the number of rounds and consensus threshold, and describing and justifying any modifications. These strategies will help guide education researchers on their next study using consensus methods.
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Affiliation(s)
- Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
| | - Holly Caretta‐Weyer
- Department of Emergency MedicineStanford University School of MedicinePalo AltoCaliforniaUSA
| | - Teresa M. Chan
- Department of Emergency Medicine, Department of Medicine; Division of Emergency Medicine and Division of Education & InnovationMcMaster UniversityHamiltonOntarioCanada
| | - Susan Humphrey‐Murto
- Department of Medicine and Department of Innovation in Medical EducationUniversity of OttawaOttawaOntarioCanada
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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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Yilmaz Y, Chan MK, Richardson D, Atkinson A, Bassilious E, Snell L, Chan TM. Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education. MEDICAL TEACHER 2023; 45:395-403. [PMID: 36471921 DOI: 10.1080/0142159x.2022.2136517] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PURPOSE These authors sought to define the new roles and competencies required of administrative staff and faculty in the age of CBME. METHOD A modified Delphi process was used to define the new CBME roles and competencies needed by faculty and administrative staff. We invited international experts in CBME (volunteers from the ICBME Collaborative email list), as well as faculty members and trainees identified via social media to help us determine the new competencies required of faculty and administrative staff in the CBME era. RESULTS Thirteen new roles were identified. The faculty-specific roles were: National Leader/Facilitator in CBME; Institutional/University lead for CBME; Assessment Process & Systems Designer; Local CBME Leads; CBME-specific Faculty Developers or Trainers; Competence Committee Chair; Competence Committee Faculty Member; Faculty Academic Coach/Advisor or Support Person; Frontline Assessor; Frontline Coach. The staff-specific roles were: Information Technology Lead; CBME Analytics/Data Support; Competence Committee Administrative Assistant. CONCLUSIONS The authors present a new set of faculty and staff roles that are relevant to the CBME context. While some of these new roles may be incorporated into existing roles, it may be prudent to examine how best to ensure that all of them are supported within all CBME contexts in some manner.
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Affiliation(s)
- Yusuf Yilmaz
- McMaster Education Research, Innovation, and Theory (MERIT), and Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, Hamilton, Canada
- Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey
| | - Ming-Ka Chan
- Department of Pediatrics and Child Health, University of Manitoba, Winnipeg, Canada
| | - Denyse Richardson
- Department of Medicine, Dalla Lana School of Public Health, University of Toronto, Toronto, Canada
| | - Adelle Atkinson
- Department of Pediatrics, University of Toronto, Toronto, Canada
| | - Ereny Bassilious
- Department of Pediatrics, Faculty of Health Sciences, McMaster University, Hamilton, Canada
| | - Linda Snell
- Medicine and Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
| | - Teresa M Chan
- McMaster Education Research, Innovation, and Theory (MERIT), and Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, Hamilton, Canada
- Divisions of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Canada
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Shankar M, Sparks MA. The evolution of social media in nephrology education: A mini-review. FRONTIERS IN NEPHROLOGY 2023; 3:1123969. [PMID: 37675343 PMCID: PMC10479648 DOI: 10.3389/fneph.2023.1123969] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Accepted: 01/18/2023] [Indexed: 09/08/2023]
Abstract
Social media is defined as "a group of Internet-based applications that build on the ideological and technological foundations of Web 2.0, that allow the creation and exchange of user-generated content". Social media can be used in medical education to enhance knowledge sharing among peer groups and the public in general. The internet revolutionized learning by allowing easier dissemination of knowledge that did not depend on printing and physical distribution of books, journals, or magazines. According to a report from 2018, 95% of students have access to smartphones and 45% are online at any given time. Social media platforms are powerful tools to spread knowledge by the way of stories, videos, and educational games. Both formal and informal learning can be achieved with the use of social media. The microblogging website Twitter has become a popular social media platform by many in medical education including the nephrology community. Twitter, for example, is used to build communities, discuss journal articles, inform the community of conferences, share infographics and visual abstracts of original research work. As an example, it can be difficult for women in nephrology to connect and travel to make a physical presence. The use of social media allows women to connect via webinars and Women in Nephrology (WIN) India live Twitter chats. Thus, social media can help facilitate networking and collaboration with nephrologists all over the world. Social media has limitations as well. Insensitive posts can have a detrimental effect on one's career. A survey has shown that increased use of social media can contribute to addiction, anxiety, diminished self-esteem, and even depression. Hence, in order to effectively use social media to contribute positively to one's career, we recommend considering the positive and negative aspects of social media.This review will discuss the various social media platforms and how they have been applied to nephrology education.
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Affiliation(s)
- Mythri Shankar
- Department of Nephrology, Institute of Nephro-urology, Bengaluru, India
| | - Matthew A. Sparks
- Division of Nephrology, Department of Medicine, Duke University School of Medicine, Durham, NC, United States
- Renal Section, Durham VA Health Care System, Durham, NC, United States
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12
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Evans FM, Krotinger AA, Lilaonitkul M, Khaled HF, Pereira GA, Staffa SJ, Wolbrink TA. Evaluation of Open Access Websites for Anesthesia Education. Anesth Analg 2022; 135:1233-1244. [PMID: 35983999 DOI: 10.1213/ane.0000000000006183] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
BACKGROUND While the prevalence of free, open access medical education resources for health professionals has expanded over the past 10 years, many educational resources for health care professionals are not publicly available or require fees for access. This lack of open access creates global inequities in the availability and sharing of information and may have the most significant impact on health care providers with the greatest need. The extent of open access online educational websites aimed for clinicians and trainees in anesthesiology worldwide is unknown. In this study, we aimed to identify and evaluate the quality of websites designed to provide open access educational resources for anesthesia trainees and clinicians. METHODS A PubMed search of articles published between 2009 and 2020, and a Startpage search engine web search was conducted in May 2021 to identify websites using the following inclusion criteria: (1) contain educational content relevant for anesthesia providers or trainees, (2) offer content free of charge, and (3) are written in the English language. Websites were each scored by 2 independent reviewers using a website quality evaluation tool with previous validity evidence that was modified for anesthesia (the Anesthesia Medical Education Website Quality Evaluation Tool). RESULTS Seventy-five articles and 175 websites were identified; 37 websites met inclusion criteria. The most common types of educational content contained in the websites included videos (66%, 25/37), text-based resources (51%, 19/37), podcasts (35%, 13/37), and interactive learning resources (32%, 12/37). Few websites described an editorial review process (24%, 9/37) or included opportunities for active engagement or interaction by learners (30%,11/37). Scores by tertile differed significantly across multiple domains, including disclosure of author/webmaster/website institution; description of an editorial review process; relevancy to residents, fellows, and faculty; comprehensiveness; accuracy; disclosure of content creation or revision; ease of access to information; interactivity; clear and professional presentation of information; and links to external information. CONCLUSIONS We found 37 open access websites for anesthesia education available on the Internet. Many of these websites may serve as a valuable resource for anesthesia clinicians looking for self-directed learning resources and for educators seeking to curate resources into thoughtfully integrated learning experiences. Ongoing efforts are needed to expand the number and improve the existing open access websites, especially with interactivity, to support the education and training of anesthesia providers in even the most resource-limited areas of the world. Our findings may provide recommendations for those educators and organizations seeking to fill this needed gap to create new high-quality educational websites.
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Affiliation(s)
- Faye M Evans
- From the Department of Anesthesiology, Critical Care, and Pain Medicine, Boston Children's Hospital, Boston, Massachusetts
- Harvard Medical School, Boston, Massachusetts
| | | | - Maytinee Lilaonitkul
- Department of Anesthesia and Perioperative Care, University of California San Francisco, San Francisco, California
| | - Hiba F Khaled
- Office of Education and Quality Improvement, Harvard Medical School, Boston, Massachusetts
| | - Gretchen A Pereira
- From the Department of Anesthesiology, Critical Care, and Pain Medicine, Boston Children's Hospital, Boston, Massachusetts
- OPENPediatrics, Boston, Massachusetts
| | - Steven J Staffa
- From the Department of Anesthesiology, Critical Care, and Pain Medicine, Boston Children's Hospital, Boston, Massachusetts
| | - Traci A Wolbrink
- From the Department of Anesthesiology, Critical Care, and Pain Medicine, Boston Children's Hospital, Boston, Massachusetts
- Harvard Medical School, Boston, Massachusetts
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13
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Carrotte E, Hopgood F, Blanchard M, Groot C, Phillips L. A New Podcast to Reduce Stigma Against People Living with Complex Mental Health Issues: A Co-Design Study (Preprint). JMIR Form Res 2022; 7:e44412. [PMID: 37145860 DOI: 10.2196/44412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2022] [Revised: 03/10/2023] [Accepted: 03/10/2023] [Indexed: 03/12/2023] Open
Abstract
BACKGROUND Mental illness stigma refers to damaging stereotypes and emotional responses around the experience of mental health issues. Media-based interventions have the potential to reduce the public's stigmatizing attitudes by improving mental health literacy, emotional appeal, and the intimacy of address. As audio-based media facilitating storytelling, podcasts show potential for reducing stigma; however, it is unclear what features could make a podcast effective or engaging. OBJECTIVE The Co-Design and Anti-Stigma Podcast Research (CASPR) study aimed to collaborate with key target audience members to inform the development of a new podcast. This podcast primarily aims to reduce listeners' stigmatizing attitudes toward people living with complex mental health issues. METHODS This study was adapted from Experience-Based Co-Design methodology. The first part, information gathering, involved a web-based mixed methods survey with 629 Australian podcast listeners to explore their interest and concerns around podcasts. Then, a series of focus groups were held with a purposive sample of 25 participants to explore the potential benefits and challenges of the podcast format. Focus group participants included people with lived experience of complex mental health issues, media and communications professionals, health care professionals, and people interested in workplace mental health. The second part, co-design, constituted 3 meetings of a co-design committee with 10 participants drawn from the focus groups to design the podcast using brainstorming and decision-making activities. RESULTS Most survey respondents (537/629, 85.3%) indicated a willingness to listen to a podcast about experiences of mental illness stigma; participants indicated preference for semistructured episodes and a mixture of light and serious content. Focus group participants identified potential challenges with appealing to listeners, making the content emotionally resonant and engaging, and translation to listeners' attitude change. The co-design committee collaborated to achieve consensus on the focus of individual episodes: domains where stigma and discrimination are common, such as workplaces and health care settings; the structure of individual episodes: storyboards that centralize guests with lived experience, featuring explicit discussions around stigma and discrimination; and overarching content principles, including a sincere, empathetic, and hopeful tone; using plain language; having clear calls to action; and providing listener resources. CONCLUSIONS The co-design process informed a podcast design that features lived experience narratives with an explicit focus on stigma and discrimination, highlighting the realities of stigma while acknowledging progress in the space and how listeners can contribute toward social change. This study allowed for an in-depth discussion around the strengths and limitations of such a podcast according to different target audience members. The co-design committee designed key elements of a podcast that has the potential to minimize the limitations of the format while embracing the benefits of podcast-based storytelling. Once produced, the podcast will be evaluated for its impact on attitude change.
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Affiliation(s)
- Elise Carrotte
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Australia
- Anne Deveson Research Centre, SANE, Carlton, Australia
| | - Fincina Hopgood
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Australia
- School of Humanities, Arts, and Social Sciences, University of New England, Armidale, Australia
| | - Michelle Blanchard
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Australia
| | - Christopher Groot
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Australia
| | - Lisa Phillips
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Australia
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14
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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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15
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Carvalho SDO, Silva GADAD, Moura MCS, Santos BKI, Medeiros AMDB, Duarte GM, Vasconcelos CDA, Silva GRFD. PODCASTING FOR EDUCATION IN ENTEROSTOMAL THERAPY DURING THE COVID-19 PANDEMIC. ESTIMA 2022. [DOI: 10.30886/estima.v20.1207_in] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
Objective: To describe the experience of nursing academics on the use of podcast for education in enterostomal therapy during the pandemic of COVID-19. Method: Experience report on health education activity held between June and October 2021, which describes the creation of a podcast channel and disclosure of contents in stomatherapy. Results: Sixteen episodes approached the three stomatherapy study areas, one containing the introduction, eight on wounds, four on ostomies and three on incontinences. Conclusion: Through the use of the podcast to disseminate contents in stomach therapy, the practicality and cost-benefit of technology to implement distance health education were observed.
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16
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Carvalho SDO, Silva GADAD, Moura MCS, Santos BKI, Medeiros AMDB, Duarte GM, Vasconcelos CDA, Silva GRFD. UTILIZAÇÃO DE PODCAST PARA EDUCAÇÃO EM ESTOMATERAPIA DURANTE A PANDEMIA DE COVID-19. ESTIMA 2022. [DOI: 10.30886/estima.v20.1207_pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
Objetivo:Descrever a experiência de acadêmicas de Enfermagem a respeito da utilização de podcast para educação em estomaterapia durante a pandemia de Covid-19. Método: Relato de experiência acerca de atividade de educação em saúde realizada entre junho e outubro de 2021, que descreve a criação de um canal de podcaste a divulgação de conteúdos em estomaterapia. Resultados: Foram realizados 16 episódios abordando as três áreas de estudo da estomaterapia, um introdutório, oito sobre feridas, quatro sobre estomias e três sobre incontinências. Conclusão: Com a utilização do podcast para disseminar conteúdos em estomaterapia, observaram-se a praticidade e o custo-benefício da tecnologia para implementar educação em saúde a distância.
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17
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Dmytryshyn J, Selk A. Learning on the Go: Assessing Knowledge Gained From Medical Podcasts Created for Vulvovaginal Disease Education. J Low Genit Tract Dis 2022; 26:164-168. [PMID: 35067582 PMCID: PMC8936150 DOI: 10.1097/lgt.0000000000000654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
OBJECTIVE The aim of the study was to evaluate the effectiveness of "The Vulva Diaries" podcast as a novel learning tool for vulvovaginal disease education. MATERIALS AND METHODS Medical students and residents were invited to participate in the study using social media advertisements. Online pretests and posttests, one based on a podcast episode regarding genital herpes and the other on lichen sclerosus, were used to assess changes in knowledge level pre- and post-podcast listening in medical students and residents respectively. A second posttest was sent out 2 weeks after the first to assess knowledge retention. Results were analyzed using paired t tests comparing mean scores before and after podcast. RESULTS In medical students, the average test score increased by 20% (n = 56, p < .001). Similarly, in residents the average test score increased by 23.1% (n = 22, p < .001). Medical students and residents rated their average preference for using podcasts as compared with other resources at 3.6 and 3.7/5, respectively. Furthermore, in both groups, there was no significant difference between average scores for posttest 1 versus posttest 2 written 2 weeks later suggested excellent knowledge retention. CONCLUSIONS "The Vulva Diaries" podcast increases knowledge on vulvovaginal disease and is an effective learning tool for health care trainees in women's health. This study emphasizes the role of podcasts as a valuable educational resource within gynecology. The success of such initiatives will hopefully bolster the effort to correct the lack of provider knowledge in treating vulvovaginal diseases.
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Affiliation(s)
| | - Amanda Selk
- Department of Obstetrics and Gynecology, University of Toronto, Toronto, Ontario, Canada
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18
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Skadorwa T. Anatomy podcasts for Medical Education. Clin Anat 2022; 35:580-591. [PMID: 35363384 DOI: 10.1002/ca.23865] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Revised: 03/28/2022] [Accepted: 03/28/2022] [Indexed: 11/09/2022]
Abstract
INTRODUCTION The implementation of podcasts as a complementary educational activity increased over the past year due to the Covid-19 pandemic. Being an alternative channel for transmission of anatomical knowledge, the on-demand audio broadcasts became an intriguing medium for both students and educators. MATERIALS AND METHODS This paper presents the results of a questionnaire study on the evaluation of an audio podcast designed specifically for the first-year medical students as an innovative and optional component of the human anatomy course. The audience expressed their opinions in four categories: engagement in listening to the podcast, content and preferences, technical level and perspectives of using the podcast in further years of medical studies. RESULTS Despite the non-compulsory nature of the podcast, the listenership reached the level of 45%. In the study, 1608 listeners had access to the survey and the overall response rate was 35.9%. On the basis of the analysis, the attitude and preferences of the listeners were demonstrated, including the preferred time of listening, length of the episodes, selection of topics, format of the broadcast, or the method of its delivery. Students also commented on the influence of the podcast on passing the final exam in anatomy and a concept of recording broadcasts in a foreign language. CONCLUSIONS The presented data allowed the recognition of the needs of medical students and contributed to the improvement of the ongoing project. The paper presents the technical data and guidelines for educators willing to include this medium in the students' anatomical curriculum. This article is protected by copyright. All rights reserved.
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Affiliation(s)
- Tymon Skadorwa
- Department of Descriptive and Clinical Anatomy, Center for Biostructure Research, Medical University of Warsaw, 5 Chałubińskiego St., Warsaw, Poland
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19
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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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20
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Lee C, Zhou MS, Wang ER, Huber M, Lockwood KK, Parga J. Health Care Professional and Caregiver Attitudes Toward and Usage of Medical Podcasting: Questionnaire Study. JMIR Pediatr Parent 2022; 5:e29857. [PMID: 35103616 PMCID: PMC8848225 DOI: 10.2196/29857] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/22/2021] [Revised: 09/28/2021] [Accepted: 10/11/2021] [Indexed: 12/04/2022] Open
Abstract
BACKGROUND Podcasts are used increasingly in medicine. There is growing research into the role of podcasts in medical education, but the use of podcasting as a tool for pediatric parent/caregiver health education is largely unexplored. As parents/caregivers seek medical information online, an understanding of parental preferences is needed. OBJECTIVE We sought to explore health care professional and parent/caregiver awareness and views on podcasting as a health education tool. METHODS This survey study was conducted and distributed via in-person collection from parents/caregivers (≥18 years old) in the waiting room of an academic pediatric primary care clinic, targeted social media promotion, and professional listservs for health care professionals in pediatrics. Statistical analysis included chi-square tests of independence between categorical variables. RESULTS In total, 125 health care professionals and 126 caregivers completed the survey. Of those surveyed, 81% (101/125) of health care professionals and 55% (69/126) of parents/caregivers listened to podcasts (P<.001). Health care professionals and parents/caregivers listed the same top 3 quality indicators for medical podcasts. Podcast listeners were more likely to have higher incomes and use professional websites for information. The survey elicited a variety of reasons for podcast nonengagement. CONCLUSIONS Health care professionals appear to be more engaged in medical education podcasts than parents/caregivers. However, similar factors were valued when evaluating the quality of a pediatric podcast: accuracy, transparency, and credibility. Professional websites may be one avenue to increase podcast uptake. More needs to be done to explore the use of podcasts and digital media for medical information.
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Affiliation(s)
- Clement Lee
- Children's Hospital of Philadelphia, Philadelphia, PA, United States
| | - Melissa S Zhou
- Children's Hospital of Philadelphia, Philadelphia, PA, United States
| | - Evelyn R Wang
- Children's Hospital of Philadelphia, Philadelphia, PA, United States
| | - Matthew Huber
- Children's Hospital of Philadelphia, Philadelphia, PA, United States
| | - Katie K Lockwood
- Children's Hospital of Philadelphia, Philadelphia, PA, United States.,University of Pennsylvania, Philadelphia, PA, United States
| | - Joanna Parga
- Children's Hospital of Philadelphia, Philadelphia, PA, United States
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21
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Maldonado G, Smart J, Wiechmann W, Kaplan SH, Billimek J, Wray A, Toohey S, Boysen-Osborn M. Frequency of Social Media and Digital Scholarship Keywords in U.S. Medical Schools' Promotion and Tenure Guidelines. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:105-110. [PMID: 34348378 DOI: 10.1097/acm.0000000000004324] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
PURPOSE Medical schools must have clear policies and procedures for promotion and tenure (P&T) of faculty. Social media and digital scholarship (SMDS) is an emerging form of scholarship capable of reaching audiences quickly, conveniently, and in a wide variety of formats. It is unclear how frequently SMDS is considered during P&T reviews. The authors sought to determine whether current P&T guidelines at medical schools consider SMDS. METHOD The authors acquired P&T guidelines from any U.S. Liaison Committee on Medical Education-accredited medical school (or their governing university) that were available online between October and December 2020. Using an iterative process, they developed a bank of keywords that were specific to SMDS or that could include SMDS between October and December 2020. The authors searched each school's guidelines for each keyword and determined whether the word was being used in relation to crediting faculty for SMDS in the context of P&T procedures. The primary outcome measure was the dichotomous presence or absence of SMDS-specific keywords in each school's P&T guidelines. RESULTS The authors acquired P&T guidelines from 145/154 (94%) medical schools. After removing duplicate documents, the authors considered 139 guidelines. The keyword bank included 59 terms, of which 49 were specific to SMDS and 10 were umbrella terms that could be inclusive of SMDS. Of the 139 guidelines, 121 (87%) contained at least 1 SMDS-specific keyword. Schools had a median of 3 SMDS-specific keywords in their P&T guidelines. CONCLUSIONS As the presence and impact of SMDS increase, schools should provide guidance on its role in the P&T process. Faculty should receive clear guidance on how to document quality SMDS for their promotion file.
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Affiliation(s)
- Graciela Maldonado
- G. Maldonado is a postgraduate year 2 resident physician, Department of Emergency Medicine, Mayo Clinic, Rochester, Minnesota; ORCID: https://orcid.org/0000-0002-3339-3256
| | - Jonathan Smart
- J. Smart is clinical instructor of emergency medicine and fellow of multimedia design and educational technology, University of California, Irvine School of Medicine, Irvine, California; ORCID: https://orcid.org/0000-0002-9399-8548
| | - Warren Wiechmann
- W. Wiechmann is associate dean for clinical science education and educational technology and associate professor of clinical emergency medicine, University of California, Irvine School of Medicine, Irvine, California; ORCID: https://orcid.org/0000-0002-3701-4356
| | - Sherrie H Kaplan
- S.H. Kaplan is professor of medicine and assistant vice chancellor for healthcare measurement and evaluation, University of California, Irvine School of Medicine, Irvine, California; ORCID: https://orcid.org/0000-0002-8644-5849
| | - John Billimek
- J. Billimek is associate professor of family medicine and vice chair for academic affairs, University of California, Irvine School of Medicine, Irvine, California; ORCID: https://orcid.org/0000-0001-6532-3263
| | - Alisa Wray
- A. Wray is assistant professor of clinical emergency medicine and associate residency program director, University of California, Irvine School of Medicine, Irvine, California; ORCID: https://orcid.org/0000-0002-0059-4895
| | - Shannon Toohey
- S. Toohey is assistant professor of clinical emergency medicine and residency program director, University of California, Irvine School of Medicine, Irvine, California; ORCID: https://orcid.org/0000-0002-1887-633X
| | - Megan Boysen-Osborn
- M. Boysen-Osborn is associate dean for students and associate professor of clinical emergency medicine, University of California, Irvine School of Medicine, Irvine, California, and vice chair for education, Department of Emergency Medicine, University of California, Irvine Medical Center, Orange, California; ORCID: https://orcid.org/0000-0001-6676-6429
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22
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Stairs J, Smith A. A Novel, Asynchronous Urogynaecology Online Curriculum Developed in Response to COVID-19: Is There an Unexpected Upside to Remote Learning Platforms? JOURNAL OF OBSTETRICS AND GYNAECOLOGY CANADA 2021; 43:1360-1361. [PMID: 34895580 PMCID: PMC8654392 DOI: 10.1016/j.jogc.2021.08.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Accepted: 08/11/2021] [Indexed: 10/31/2022]
Affiliation(s)
- Jocelyn Stairs
- Department of Obstetrics and Gynaecology, Dalhousie University, Halifax, NS.
| | - Anita Smith
- Department of Obstetrics and Gynaecology, Dalhousie University, Halifax, NS
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23
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Marocolo M, Meireles A, de Souza HLR, Mota GR, Oranchuk DJ, Arriel RA, Leite LHR. Is Social Media Spreading Misinformation on Exercise and Health in Brazil? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:11914. [PMID: 34831671 PMCID: PMC8618405 DOI: 10.3390/ijerph182211914] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Revised: 11/08/2021] [Accepted: 11/09/2021] [Indexed: 12/04/2022]
Abstract
Instagram (IG) reaches millions of people, sharing personal content and all kinds of information, including those related to exercise and health. However, the scientific quality of the posted information is questionable. Thus, this study aimed to analyze whether exercise and health information posted by popular Brazilian IG influencers has technical-scientific accuracy. A personal IG account was created to identify Brazilian IG profiles. The inclusion criteria of the accounts were: (1) having 50% of all the shared posts related to topics about exercise and health, such as nutrition, health and wellness, medicine, or physical fitness; and (2) having over 100,000 followers. Qualitative analysis revealed a low quality percentage (38.79 ± 25.43%) for all analyzed posts. Out of all the posts, only 13 (~2.7%) cited a reference endorsing the information. Moreover, the higher quality-ratio score of the posts was not directly associated with the higher educational qualification of the influencers (r = 0.313; p = 0.076). Nevertheless, the number of followers was inversely correlated with the educational qualification of the influencers (r = -0.450; p = 0.009), but not with the quality-ratio score of the posts (r = -0.178 p = 0.322). We conclude that prominent Brazilian IG influencers disseminate low-quality information about exercise and health, contributing to the wide-spreading of misinformation to millions of followers.
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Affiliation(s)
- Moacir Marocolo
- Department of Physiology, Institute of Biological Sciences, Federal University of Juiz de Fora, Juiz de Fora 36036-900, Brazil; (A.M.); (H.L.R.d.S.); (R.A.A.); (L.H.R.L.)
| | - Anderson Meireles
- Department of Physiology, Institute of Biological Sciences, Federal University of Juiz de Fora, Juiz de Fora 36036-900, Brazil; (A.M.); (H.L.R.d.S.); (R.A.A.); (L.H.R.L.)
| | - Hiago Leandro Rodrigues de Souza
- Department of Physiology, Institute of Biological Sciences, Federal University of Juiz de Fora, Juiz de Fora 36036-900, Brazil; (A.M.); (H.L.R.d.S.); (R.A.A.); (L.H.R.L.)
| | - Gustavo Ribeiro Mota
- Exercise Science, Health and Human Performance Research Group, Department of Sport Sciences, Institute of Health Sciences, Federal University of Triangulo Mineiro, Uberaba 38025-180, Brazil;
| | - Dustin Jay Oranchuk
- Sports Performance Research Institute New Zealand, School of Sport and Recreation, Auckland University of Technology, Auckland 1142, New Zealand;
| | - Rhaí André Arriel
- Department of Physiology, Institute of Biological Sciences, Federal University of Juiz de Fora, Juiz de Fora 36036-900, Brazil; (A.M.); (H.L.R.d.S.); (R.A.A.); (L.H.R.L.)
| | - Laura Hora Rios Leite
- Department of Physiology, Institute of Biological Sciences, Federal University of Juiz de Fora, Juiz de Fora 36036-900, Brazil; (A.M.); (H.L.R.d.S.); (R.A.A.); (L.H.R.L.)
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Grock A, Jordan J, Zaver F, Colmers‐Gray IN, Krishnan K, Chan T, Thoma B. The revised Approved Instructional Resources score: An improved quality evaluation tool for online educational resources. AEM EDUCATION AND TRAINING 2021; 5:e10601. [PMID: 34141997 PMCID: PMC8194147 DOI: 10.1002/aet2.10601] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2021] [Revised: 03/23/2021] [Accepted: 03/26/2021] [Indexed: 05/21/2023]
Abstract
BACKGROUND Free Open-Access Medical education (FOAM) use among residents continues to rise. However, it often lacks quality assurance processes and residents receive little guidance on quality assessment. The Academic Life in Emergency Medicine Approved Instructional Resources tool (AAT) was created for FOAM appraisal by and for expert educators and has demonstrated validity in this context. It has yet to be evaluated in other populations. OBJECTIVES We assessed the AAT's usability in a diverse population of practicing emergency medicine (EM) physicians, residents, and medical students; solicited feedback; and developed a revised tool. METHODS As part of the Medical Education Translational Resources: Impact and Quality (METRIQ) study, we recruited medical students, EM residents, and EM attendings to evaluate five FOAM posts with the AAT and provide quantitative and qualitative feedback via an online survey. Two independent analysts performed a qualitative thematic analysis with discrepancies resolved through discussion and negotiated consensus. This analysis informed development of an initial revised AAT, which was then further refined after pilot testing among the author group. The final tool was reassessed for reliability. RESULTS Of 330 recruited international participants, 309 completed all ratings. The Best Evidence in Emergency Medicine (BEEM) score was the component most frequently reported as difficult to use. Several themes emerged from the qualitative analysis: for ease of use-understandable, logically structured, concise, and aligned with educational value. Limitations include deviation from questionnaire best practices, validity concerns, and challenges assessing evidence-based medicine. Themes supporting its use include evaluative utility and usability. The author group pilot tested the initial revised AAT, revealing a total score average measure intraclass correlation coefficient (ICC) of moderate reliability (ICC = 0.68, 95% confidence interval [CI] = 0 to 0.962). The final AAT's average measure ICC was 0.88 (95% CI = 0.77 to 0.95). CONCLUSIONS We developed the final revised AAT from usability feedback. The new score has significantly increased usability, but will need to be reassessed for reliability in a broad population.
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Affiliation(s)
- Andrew Grock
- Division of Emergency MedicineGreater Los Angeles VA Healthcare SystemLos AngelesCaliforniaUSA
- David Geffen School of MedicineUCLALos AngelesCaliforniaUSA
| | - Jaime Jordan
- David Geffen School of MedicineUCLALos AngelesCaliforniaUSA
- Ronald Reagan UCLA Medical CenterDavid Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
| | - Fareen Zaver
- Division of Emergency MedicineUniversity of CalgaryCalgaryAlbertaCanada
| | | | - Keeth Krishnan
- Department of Family MedicineMcMaster UniversityHamiltonOntarioCanada
| | - Teresa Chan
- Division of Emergency Medicine and Division of Education & InnovationDepartment of MedicineMcMaster UniversityHamiltonOntarioCanada
- Faculty of Health SciencesMcMaster UniversityHamiltonOntarioCanada
| | - Brent Thoma
- Department of Emergency MedicineUniversity of SaskatchewanSaskatoonSaskatchewanCanada
- Royal College of Physicians and Surgeons of CanadaOttawaOntarioCanada
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Grock A, Chan W, Aluisio AR, Alsup C, Huang D, Joshi N. Holes in the FOAM: An Analysis of Curricular Comprehensiveness in Online Educational Resources. AEM EDUCATION AND TRAINING 2021; 5:e10556. [PMID: 34124504 PMCID: PMC8171788 DOI: 10.1002/aet2.10556] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2020] [Revised: 11/04/2020] [Accepted: 11/09/2020] [Indexed: 05/05/2023]
Abstract
OBJECTIVES We sought to evaluate Free Open Access Medical Education (FOAM), defined as online educational content available free to anyone, anywhere, at any time, by classifying the most impactful FOAM content per the Social Media Index into the topics and subtopics of the American Board of Emergency Medicine's Model of the Clinical Practice of Emergency Medicine. We then analyzed FOAM's comprehensiveness by describing over- and underrepresentation among these topics and subtopics. METHODS First, we searched for FOAM resources based on the most recent 12 months of relevant content for each organ system from the top 50 Social Media Index sites. Next, we classified all 898 posts into its related topics or subtopics per the American Board of Emergency Medicine's Model of the Clinical Practice of Emergency Medicine. Finally, we analyzed how comprehensively FOAM covered each organ system and the frequency of posts that covered each organ system subtopic as well as identified the subtopics with the most frequent coverage. RESULTS The search yielded 898 FOAM posts, of which cardiology and neurology were significantly overrepresented and psychobehavioral; obstetrics and gynecology; and head, ears, eyes, nose, and throat were significantly underrepresented. Among subtopics, acute coronary syndrome had the highest subtopic coverage consisting of 55.5% of all cardiology content. Other highly represented subtopics include renal colic; diabetic ketoacidosis; sepsis; and stroke with 39, 40, 40, and 71% of each of their topic's content, respectively. CONCLUSIONS Although residents and programs are frequently incorporating FOAM into the educational curriculum, these materials seem to lack comprehensiveness. Educators and learners must be aware of these deficits in creating comprehensive emergency medicine curricula.
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Affiliation(s)
- Andrew Grock
- From theDepartment of Emergency MedicineUniversity of California Los AngelesLos AngelesCAUSA
- and theVA Greater Los Angeles Healthcare System Wadsworth Anaerobe LaboratoryLos AngelesCAUSA
| | - Wendy Chan
- theEmergency DepartmentMaimonides Medical CenterBrooklynNYUSA
| | - Adam R. Aluisio
- theDepartment of Emergency MedicineBrown University Warren Alpert Medical SchoolProvidenceNYUSA
| | - Carl Alsup
- Sierra Nevada Memorial HospitalGrass ValleyCAUSA
| | - Delphine Huang
- UCSF/ZSFGH Department of Emergency Medicine and Kaiser PermanenteSan FranciscoCAUSA
| | - Nikita Joshi
- andAlameda HospitalAlameda Health SystemOaklandCAUSA
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Black KA, Drummond L, Jain V, Sagle M. Development of a medical education podcast in obstetrics and gynecology. CANADIAN MEDICAL EDUCATION JOURNAL 2021; 12:e103-e105. [PMID: 33995728 PMCID: PMC8105562 DOI: 10.36834/cmej.71139] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Podcasts are used in medical education to supplement conventional teaching methods such as lectures and reading. We identified a lack of Canadian medical education podcasts covering obstetrics and gynecology (Ob/Gyn) content and created a podcast specific for Canadian medical students and residents. The podcast called "OB-G in YEG" is freely available and currently has fourteen episodes that cover common topics in Ob/Gyn. We describe the process for creating a high-quality medical education resource that is widely accessible to learners that readers may be able to replicate in their own discipline.
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Affiliation(s)
- Kristin A Black
- Department of Obstetrics and Gynecology, Faculty of Medicine and Dentistry, University of Alberta, Alberta, Canada
| | - Lindsay Drummond
- Department of Obstetrics and Gynecology, Faculty of Medicine and Dentistry, University of Alberta, Alberta, Canada
| | - Venu Jain
- Department of Obstetrics and Gynecology, Faculty of Medicine and Dentistry, University of Alberta, Alberta, Canada
| | - Margaret Sagle
- Department of Obstetrics and Gynecology, Faculty of Medicine and Dentistry, University of Alberta, Alberta, Canada
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Sukumar V. Introduction of anaesthesia podcasts in our system - A pressing priority for the betterment of clinical practice. Indian J Anaesth 2021; 65:265-267. [PMID: 33776125 PMCID: PMC7989493 DOI: 10.4103/ija.ija_1039_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2020] [Revised: 08/25/2020] [Accepted: 09/27/2020] [Indexed: 11/16/2022] Open
Affiliation(s)
- Vasanth Sukumar
- Department of Anaesthesiology and Perioperative Care, Royal Care Superspecialty Hospitals, Coimbatore, Tamil Nadu, India
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Mobasheri A, Costello KE. Podcasting: An innovative tool for enhanced osteoarthritis education and research dissemination. OSTEOARTHRITIS AND CARTILAGE OPEN 2021; 3:100130. [DOI: 10.1016/j.ocarto.2020.100130] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2020] [Accepted: 12/10/2020] [Indexed: 11/24/2022] Open
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Tarchichi TR, Szymusiak J. Continuing Medical Education in the Time of Social Distancing: The Case for Expanding Podcast Usage for Continuing Education. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2021; 41:70-74. [PMID: 33346569 DOI: 10.1097/ceh.0000000000000324] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
The COVID-19 pandemic is forcing society to re-evaluate how it educates learners of all levels, from medical students to faculty. Travel restrictions and limits on large public gatherings have necessitated the cancelling of numerous regional and national conferences as well as local grand rounds at many academic centers. Podcasting provides a potential solution for providing CME in a safe, socially distant way as an alternative to these more traditional CME sources for health care professionals. Using a popular CME podcast for pediatric hospitalists as an example, this article describes the many advantages that podcasting poses over more traditional CME methods, outlines some of the methodological and technological considerations that go into creating a high-quality podcast, and describes how podcasting can be leveraged during a global pandemic. Finally, we identify areas for further research regarding podcasting, including effective ways to virtually replace the more social and community building aspects of traditional conferences and grand rounds.
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Affiliation(s)
- Tony R Tarchichi
- Dr. Tarchichi: Associate Professor, Department of Pediatricsand Internal Medicine, University of Pittsburgh School of Medicine, Pittsburgh, PA; and Dr. Szymusiak:Assistant Professor, Department of Pediatrics and Internal Medicine, University of Pittsburgh School of Medicine, Pittsburgh, PA
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Eljiz K, Greenfield D, Hogden A, Taylor R, Siddiqui N, Agaliotis M, Milosavljevic M. Improving knowledge translation for increased engagement and impact in healthcare. BMJ Open Qual 2020; 9:bmjoq-2020-000983. [PMID: 32943430 PMCID: PMC7500202 DOI: 10.1136/bmjoq-2020-000983] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2020] [Revised: 08/13/2020] [Accepted: 08/18/2020] [Indexed: 12/22/2022] Open
Abstract
Ineffective knowledge dissemination contributes to clinical practice and service improvements not being realised. Meaningful knowledge translation can occur through the understanding and matching of appropriate communication mediums that are relevant for different stakeholders or audiences. To this end, we present a dissemination instrument, the 'REAch and Diffusion of health iMprovement Evidence' (README) checklist, for the communication of research findings, integrating both traditional and newer communication mediums. Additionally, we propose a 'Strategic Translation and Engagement Planning' (STEP) tool, for use when deciding which mediums to select. The STEP tool challenges the need for communicating complex and simple information against the desire for passive or active stakeholder interaction. Used collaboratively by academics and health professionals, README and STEP can promote co-production of research, subsequent diffusion of knowledge, and develop the capacity and skills of all stakeholders.
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Affiliation(s)
- Kathy Eljiz
- Australian Institute of Health Service Management, University of Tasmania, Sydney, New South Wales, Australia
| | - David Greenfield
- Australian Institute of Health Service Management, University of Tasmania, Sydney, New South Wales, Australia
| | - Anne Hogden
- Australian Institute of Health Service Management, University of Tasmania, Sydney, New South Wales, Australia
| | - Robyn Taylor
- Australian Institute of Health Service Management, University of Tasmania, Sydney, New South Wales, Australia
| | - Nazlee Siddiqui
- Australian Institute of Health Service Management, University of Tasmania, Sydney, New South Wales, Australia
| | - Maria Agaliotis
- Australian Institute of Health Service Management, University of Tasmania, Sydney, New South Wales, Australia
| | - Marianna Milosavljevic
- Research Operations, Illawarra Shoalhaven Local Health District, Wollongong, New South Wales, Australia
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Ghiathi C, Seitz K, Kritek P. How to Create and Evaluate a Resident-Led Audio Program: Six Clinical Podcasts for Medicine House Staff. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2020; 16:11062. [PMID: 33409359 PMCID: PMC7780742 DOI: 10.15766/mep_2374-8265.11062] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2020] [Accepted: 09/15/2020] [Indexed: 05/21/2023]
Abstract
INTRODUCTION Podcasting in medical education has grown substantially. However, podcasts focused on internal medicine topics are relatively uncommon, and those created by or designed for medicine residents are rare. We investigated the feasibility and utilization of an open-access resident-created podcast targeted to the educational needs of internal medicine house staff. METHODS We distributed a needs assessment to 184 internal medicine residents at the University of Washington to assess podcast preferences and clinical scenarios perceived to be challenging. Based on the results, we developed a standardized method for podcast development and production. We created six episodes, utilizing a web-based podcasting platform. For outcome measures, we collected the number of unique downloads, and the perception of the podcast was evaluated by residents in comparison to other residency-sponsored educational activities with a survey. RESULTS Eighty-one residents (44%) completed the needs assessment, with participants expressing interest in resident-focused podcasts and a preference for relatively short episodes focused on high-yield clinical information. The episodes were downloaded 661 times. Residents gave the podcast an average rating of 4.32 out of 5 (n = 22), among the highest of educational modalities surveyed. Our podcasting development process also resulted in a generalized, reusable schema. DISCUSSION Our resident-generated podcasts were desired, feasible, and well utilized. They were also rated highly compared to more traditional educational modalities. Our podcast-creation schema serves as a road map for trainees to develop podcasts. Podcasting can be a resource for resident education and an opportunity for residents to grow as medical educators.
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Affiliation(s)
- Christopher Ghiathi
- Chief Resident, Department of Medicine, VA Puget Sound Healthcare System and University of Washington School of Medicine
- Corresponding author:
| | - Kevin Seitz
- Chief Resident, Department of Medicine, Harborview Medical Center and University of Washington School of Medicine
| | - Patricia Kritek
- Professor, Department of Medicine, University of Washington School of Medicine
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Alarcón R, Blanca MJ. Development and Psychometric Properties of the Questionnaire for Assessing Educational Podcasts (QAEP). Front Psychol 2020; 11:579454. [PMID: 33329233 PMCID: PMC7719795 DOI: 10.3389/fpsyg.2020.579454] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Accepted: 09/14/2020] [Indexed: 11/13/2022] Open
Abstract
The aim of this research was to develop and validate the Questionnaire for Assessing Educational Podcasts (QAEP), an instrument designed to gather students' views about four dimensions of educational podcasts: access and use, design and structure, content adequacy, and value as an aid to learning. In study 1 we gathered validity evidence based on test content by asking a panel of experts to rate the clarity and relevance of items. Study 2 examined the psychometric properties of the QAEP, including confirmatory factor analysis with cross-validation to test the factor structure of the questionnaire, as well as item and reliability analysis. The results from study 1 showed that the experts considered the items to be clearly worded and relevant in terms of their content. The results from study 2 showed a factor structure consistent with the underlying dimensions, as well as configural and metric invariance across groups. The item analysis and internal consistency for scores on each factor and for total scores were also satisfactory. The scores obtained on the QAEP provide teachers with direct student feedback and highlight those aspects that need to be enhanced in order to improve the teaching/learning process.
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Affiliation(s)
- Rafael Alarcón
- Department of Psychobiology and Behavioral Sciences Methodology, University of Málaga, Málaga, Spain
| | - María J Blanca
- Department of Psychobiology and Behavioral Sciences Methodology, University of Málaga, Málaga, Spain
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Acquaviva KD, Mugele J, Abadilla N, Adamson T, Bernstein SL, Bhayani RK, Büchi AE, Burbage D, Carroll CL, Davis SP, Dhawan N, Eaton A, English K, Grier JT, Gurney MK, Hahn ES, Haq H, Huang B, Jain S, Jun J, Kerr WT, Keyes T, Kirby AR, Leary M, Marr M, Major A, Meisel JV, Petersen EA, Raguan B, Rhodes A, Rupert DD, Sam-Agudu NA, Saul N, Shah JR, Sheldon LK, Sinclair CT, Spencer K, Strand NH, Streed CG, Trudell AM. Documenting Social Media Engagement as Scholarship: A New Model for Assessing Academic Accomplishment for the Health Professions. J Med Internet Res 2020; 22:e25070. [PMID: 33263554 PMCID: PMC7744266 DOI: 10.2196/25070] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2020] [Revised: 11/11/2020] [Accepted: 11/16/2020] [Indexed: 12/16/2022] Open
Abstract
BACKGROUND The traditional model of promotion and tenure in the health professions relies heavily on formal scholarship through teaching, research, and service. Institutions consider how much weight to give activities in each of these areas and determine a threshold for advancement. With the emergence of social media, scholars can engage wider audiences in creative ways and have a broader impact. Conventional metrics like the h-index do not account for social media impact. Social media engagement is poorly represented in most curricula vitae (CV) and therefore is undervalued in promotion and tenure reviews. OBJECTIVE The objective was to develop crowdsourced guidelines for documenting social media scholarship. These guidelines aimed to provide a structure for documenting a scholar's general impact on social media, as well as methods of documenting individual social media contributions exemplifying innovation, education, mentorship, advocacy, and dissemination. METHODS To create unifying guidelines, we created a crowdsourced process that capitalized on the strengths of social media and generated a case example of successful use of the medium for academic collaboration. The primary author created a draft of the guidelines and then sought input from users on Twitter via a publicly accessible Google Document. There was no limitation on who could provide input and the work was done in a democratic, collaborative fashion. Contributors edited the draft over a period of 1 week (September 12-18, 2020). The primary and secondary authors then revised the draft to make it more concise. The guidelines and manuscript were then distributed to the contributors for edits and adopted by the group. All contributors were given the opportunity to serve as coauthors on the publication and were told upfront that authorship would depend on whether they were able to document the ways in which they met the 4 International Committee of Medical Journal Editors authorship criteria. RESULTS We developed 2 sets of guidelines: Guidelines for Listing All Social Media Scholarship Under Public Scholarship (in Research/Scholarship Section of CV) and Guidelines for Listing Social Media Scholarship Under Research, Teaching, and Service Sections of CV. Institutions can choose which set fits their existing CV format. CONCLUSIONS With more uniformity, scholars can better represent the full scope and impact of their work. These guidelines are not intended to dictate how individual institutions should weigh social media contributions within promotion and tenure cases. Instead, by providing an initial set of guidelines, we hope to provide scholars and their institutions with a common format and language to document social media scholarship.
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Affiliation(s)
| | - Josh Mugele
- Northeast Georgia Medical Center, Gainesville, GA, United States
| | - Natasha Abadilla
- School of Medicine, Stanford University, Stanford, CA, United States
| | - Tyler Adamson
- Center for Public Health and Human Rights, Department of Epidemiology, Johns Hopkins School of Public Health, Baltimore, MD, United States
| | - Samantha L Bernstein
- College of Nursing, Medical University of South Carolina, Charleston, SC, United States
| | - Rakhee K Bhayani
- School of Medicine, Washington University, St. Louis, MO, United States
| | - Annina Elisabeth Büchi
- Department of General Internal Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Darcy Burbage
- Oncology Nursing Consultant, Newark, DE, United States
| | | | - Samantha P Davis
- Department of Respiratory Care, Boise State University, Boise, ID, United States
| | - Natasha Dhawan
- Hematology/Oncology Section, Dartmouth-Hitchcock Medical Center, Lebanon, NH, United States
| | - Alice Eaton
- Swansea University Medical School, Swansea, United Kingdom
| | - Kim English
- Trent/Fleming School of Nursing, Peterborough, ON, Canada
| | - Jennifer T Grier
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, SC, United States
| | - Mary K Gurney
- College of Pharmacy, Glendale Campus, Midwestern University, Glendale, AZ, United States
| | - Emily S Hahn
- Department of Pediatrics, Memorial Sloan Kettering Cancer Center, New York, NY, United States
| | - Heather Haq
- Department of Pediatrics, Baylor College of Medicine, Houston, TX, United States
| | - Brendan Huang
- Department of Neurology and Neurosurgery, Tulane University, New Orleans, LA, United States
| | - Shikha Jain
- Division of Hematology and Oncology, University of Illinois Chicago, Chicago, IL, United States
| | - Jin Jun
- College of Nursing, Ohio State University, Columbus, OH, United States
| | - Wesley T Kerr
- Department of Neurology, University of California Los Angeles, Los Angeles, CA, United States
| | - Timothy Keyes
- School of Medicine, Stanford University, Stanford, CA, United States
| | - Amelia R Kirby
- School of Nursing, University of Virginia, Charlottesville, VA, United States
| | - Marion Leary
- School of Nursing, University of Pennsylvania, Philadelphia, PA, United States
| | - Mollie Marr
- School of Medicine, Oregon Health & Science University, Portland, OR, United States
| | - Ajay Major
- Section of Hematology and Oncology, University of Chicago, Chicago, IL, United States
| | - Jason V Meisel
- Hunter School of Nursing, City University of New York, New York, NY, United States
| | - Erika A Petersen
- University of Arkansas for Medical Sciences, Little Rock, AR, United States
| | | | - Allison Rhodes
- School of Medicine, Tufts University, Boston, MA, United States
| | - Deborah D Rupert
- Cold Spring Harbor Laboratory, Cold Spring Harbor, NY, United States.,State of New York-Stony Brook University, Stony Brook, NY, United States
| | - Nadia A Sam-Agudu
- Institute of Human Virology and Department of Pediatrics, University of Maryland School of Medicine, Baltimore, MD, United States.,International Research Center of Excellence, Institute of Human Virology Nigeria, Abuja, Nigeria
| | - Naledi Saul
- Office of Career and Professional Development, University of California San Francisco, San Francisco, CA, United States
| | - Jarna R Shah
- University of Arkansas for Medical Sciences, Little Rock, AR, United States
| | | | | | - Kerry Spencer
- Department of Mathematics and Physics, Stevenson University, Owings Mills, MD, United States
| | - Natalie H Strand
- Department of Anesthesiology, Mayo Clinic, Phoenix, AZ, United States
| | - Carl G Streed
- Department of Medicine, School of Medicine, Boston University, Boston, MA, United States
| | - Avery M Trudell
- McGovern Medical School, University of Texas Health Science Center at Houston, Houston, TX, United States
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Symon B, Spurr J, Brazil V. Simulcast: a case study in the establishment of a virtual community of simulation practice. Adv Simul (Lond) 2020; 5:5. [PMID: 32514383 PMCID: PMC7251887 DOI: 10.1186/s41077-020-00122-4] [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: 09/23/2019] [Accepted: 05/14/2020] [Indexed: 11/10/2022] Open
Abstract
AbstractVirtual Communities of Practice (vCoP) is a nascent approach to professional development for simulation educators (Thoma et al., Simul Healthc. 2018;13(2):124-30). vCoPs overcome geographic barriers to accessing expertise and professional networks and may promote ‘democratisation’ of voices in the simulation community. However, the optimal process for creating, nurturing and joining vCoPs in healthcare simulation is not well understood.We report on the establishment of our healthcare simulation hybrid podcast/blog—Simulcast (www.simulationpodcast.com)—utilising the conceptual framework of Wenger’s three dimensions of Communities of Practice. In exploring these dimensions—joint enterprise, mutual engagement and shared repertoire—we hope to contextualise vCoP within professional development approaches for simulation faculty and invite readers to engage with our existing community.
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Shiang T, Cerniglia C, Lin H, Lo HS. Radiology podcasting as a model for asynchronous remote learning in the COVID-19 era. Clin Imaging 2020; 71:147-154. [PMID: 33259980 DOI: 10.1016/j.clinimag.2020.10.045] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Revised: 10/13/2020] [Accepted: 10/29/2020] [Indexed: 11/16/2022]
Abstract
RATIONALE AND OBJECTIVES We aimed to create an open access online radiology podcast to educate listeners at any time, from anywhere. To meet learner needs and improve the likelihood of successful implementation and utilization, we assessed radiology trainee attitudes and experiences of podcasts. MATERIALS AND METHODS We developed an educational podcast, From the Viewbox, focused on evergreen themes and practical approaches to radiology. Content categories included Diagnostic Approach, Specific Imaging Diagnoses, Noninterpretive Skills, and Special Topics. We released and promoted episodes on multiple digital platforms. Radiology trainees were surveyed and data were analyzed to assess listener preferences and usage trends. RESULTS Only 19% of our trainees had previously listened to a radiology podcast, yet 81% expressed interest in listening routinely. After initial release, 86% of trainees listened to the podcast and 62% listened routinely. Episodes gained the most plays immediately following release but retained and continued to attract more listeners. The most popular episode discussing COVID-19 diagnosis and imaging, emphasized the importance of selecting high yield content to match listener needs. Most trainees felt the podcast had "very high" or "high" value in educational value, accessibility, and time efficiency. CONCLUSIONS From the Viewbox offers efficient and accessible audio-only learning modules that can be used independently or effectively paired with traditional resources to decrease barriers in radiology education and enhance learner productivity. Podcasting is an underutilized asynchronous remote learning tool that can help overcome current challenges of social distancing, and more importantly address the diverse preferences and needs of our learners.
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Affiliation(s)
- Tina Shiang
- University of Massachusetts Medical School, 55 North Lake Ave, Worcester, MA 01605, United States of America.
| | - Christopher Cerniglia
- University of Massachusetts Medical School, 55 North Lake Ave, Worcester, MA 01605, United States of America.
| | - Hannah Lin
- University of Massachusetts Medical School, 55 North Lake Ave, Worcester, MA 01605, United States of America.
| | - Hao S Lo
- University of Massachusetts Medical School, 55 North Lake Ave, Worcester, MA 01605, United States of America.
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Guo LN, Nambudiri VE. The current landscape of dermatology podcasts: A descriptive analysis. J Am Acad Dermatol 2020; 83:1204-1210. [DOI: 10.1016/j.jaad.2020.02.039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2019] [Revised: 12/23/2019] [Accepted: 02/14/2020] [Indexed: 10/25/2022]
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Woods JM, Chan TM, Roland D, Riddell J, Tagg A, Thoma B. Evaluating the reliability of gestalt quality ratings of medical education podcasts: A METRIQ study. PERSPECTIVES ON MEDICAL EDUCATION 2020; 9:302-306. [PMID: 32495235 PMCID: PMC7550476 DOI: 10.1007/s40037-020-00589-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Podcasts are increasingly being used for medical education. Studies have found that the assessment of the quality of online resources can be challenging. We sought to determine the reliability of gestalt quality assessment of education podcasts in emergency medicine. METHODS An international, interprofessional sample of raters was recruited through social media, direct contact, and the extended personal network of the study team. Each participant listened to eight podcasts (selected to include a variety of accents, number of speakers, and topics) and rated the quality of that podcast on a seven-point Likert scale. Phi coefficients were calculated within each group and overall. Decision studies were conducted using a phi of 0.8. RESULTS A total of 240 collaborators completed all eight surveys and were included in the analysis. Attendings, medical students, and physician assistants had the lowest individual-level variance and thus the lowest number of required raters to reliably evaluate quality (phi >0.80). Overall, 20 raters were required to reliably evaluate the quality of emergency medicine podcasts. DISCUSSION Gestalt ratings of quality from approximately 20 health professionals are required to reliably assess the quality of a podcast. This finding should inform future work focused on developing and validating tools to support the evaluation of quality in these resources.
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Affiliation(s)
- Jason M Woods
- Section of Emergency Medicine, Children's Hospital Colorado, University of Colorado School of Medicine, Aurora, Colorado, USA
| | - Teresa M Chan
- Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, ON, Canada
| | - Damian Roland
- Paediatric Emergency Medicine, Leicester Royal Infirmary, University of Leicester, Leicester, UK
| | - Jeff Riddell
- Department of Clinical Emergency Medicine, Keck School of Medicine, University of Southern California, Los Angeles, USA
| | - Andrew Tagg
- University of Melbourne, Melbourne, Australia
- Footscray Hospital, Melbourne, Australia
| | - Brent Thoma
- Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada.
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Berk J, Trivedi SP, Watto M, Williams P, Centor R. Medical Education Podcasts: Where We Are and Questions Unanswered. J Gen Intern Med 2020; 35:2176-2178. [PMID: 31898131 PMCID: PMC7351909 DOI: 10.1007/s11606-019-05606-2] [Citation(s) in RCA: 47] [Impact Index Per Article: 11.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/26/2019] [Accepted: 12/06/2019] [Indexed: 10/25/2022]
Abstract
Social media, particularly podcasts, has become an influential modality within informal medical education. As podcasts continue to become more prevalent among learners of all types, clinical educators of the future must be able to help navigate this new pedagogy. Preliminary data demonstrates that medical students, residents, post-training physicians, and advanced practitioners all utilize podcasts for their own benefit. New data is discussed in the setting of the current literature on podcasting and important questions remain to determine how this new form of learning can and will be integrated into formal and informal medical curriculum.
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Affiliation(s)
- Justin Berk
- Department of Pediatrics and Medicine, Warren Alpert School of Medicine at Brown University, 245 Chapman Street, Providence, RI, 02905, USA.
| | | | - Matthew Watto
- Perelman School of Medicine - University of Pennsylvania, Philadelphia, PA, USA
| | - Paul Williams
- Lewis Katz School of Medicine at Temple University, Philadelphia, PA, USA
| | - Robert Centor
- University of Alabama at Birmingham School of Medicine, Birmingham, AL, USA
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Barnes JH, Choby G, Smith AJ, Kiessling P, Marinelli JP, Bowe S, Carlson ML. Creation of a New Educational Podcast: “Headmirror’s ENT in a Nutshell”. Otolaryngol Head Neck Surg 2020; 163:623-625. [DOI: 10.1177/0194599820930662] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
Abstract
Podcasts are online digital audio programs that are disseminated via online subscription that are easily accessible through computers or smartphones. Increasingly, residents and medical students are prioritizing podcasts for asynchronous medical education due to ease of use, convenience (eg, use while exercising or commuting), and repeatability. Some trainees have found podcasts more useful than traditional didactic lectures. Given the increasing requirements of social distancing and the need for distance medical education platforms, podcast production can serve as a useful tool to complement resident and medical student education and is a resource that will remain accessible in perpetuity. An otolaryngology specialty podcast, “Headmirror’s ENT in a Nutshell,” was created to augment asynchronous learning and address the acute need for distance learning opportunities. Over the first 7 weeks of production, 50 episodes were created. Episodes were posted on www.headmirror.com, with subscription services available through Apple Podcast, Spotify, and other platforms.
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Affiliation(s)
- Jason H. Barnes
- Department of Otolaryngology—Head and Neck Surgery, Mayo Clinic, Rochester, Minnesota, USA
| | - Garret Choby
- Department of Otolaryngology—Head and Neck Surgery, Mayo Clinic, Rochester, Minnesota, USA
| | - Alyssa J. Smith
- Department of Otolaryngology—Head and Neck Surgery, Mayo Clinic, Rochester, Minnesota, USA
| | | | - John P. Marinelli
- Department of Otolaryngology–Head and Neck Surgery, San Antonio Uniformed Services Health Education Consortium (SAUSHEC), JBSA-Ft Sam Houston, Texas, USA
| | - Sarah Bowe
- Department of Otolaryngology–Head and Neck Surgery, San Antonio Uniformed Services Health Education Consortium (SAUSHEC), JBSA-Ft Sam Houston, Texas, USA
| | - Matthew L. Carlson
- Department of Otolaryngology—Head and Neck Surgery, Mayo Clinic, Rochester, Minnesota, USA
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Abstract
Free Open Access Medical education (FOAM) has taken the emergency medicine and critical care worlds by storm in the past decade. This article represents one perspective on the stages of transition for FOAM from its humble beginnings as a grassroots movement to the more recent multiauthor blogs that are described in the peer-reviewed literature. In this article, the authors describe the following four distinct waves of people within the movement, with each wave creating a new stage in the evolution of the FOAM community: Creation by the Founders, Adoption by the Enthusiasts, Structure and Formalization by the Structuralists, and Engagement and Activity by the End Users. The authors contextualize some of the phenomena that have been observed within this field and highlight challenges for the field moving forward.
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Cai F. CREOGs Over Coffee: Feasibility of an Ob-Gyn Medical Education Podcast by Residents. J Grad Med Educ 2020; 12:340-343. [PMID: 32595856 PMCID: PMC7301939 DOI: 10.4300/jgme-d-19-00644.1] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/12/2019] [Revised: 12/20/2019] [Accepted: 03/31/2020] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND Podcasts and other digital resources are increasingly popular among medical learners and allow the dissemination of research to larger audiences. Little is known about the feasibility of graduate medical education trainees developing podcasts for their own and others' learning. OBJECTIVE We described the development and implementation of a medical education podcast series by residents for obstetrics and gynecology (Ob-Gyn) resident learning, and demonstrated feasibility, sustainability, and acceptance of this series. METHODS We used the Council on Resident Education in Obstetrics and Gynecology (CREOG) educational guidelines to create a weekly study podcast for Ob-Gyn residents over 10 months. Costs and donations (for feasibility), downloads over time (for sustainability), and number of reviews on Apple iTunes and followers on Twitter (for acceptability) were measured. RESULTS Sixty episodes were released from September 30, 2018, to July 28, 2019 (43 weeks). Initial costs included $3,150 startup and $29 monthly. Online donations through Patreon amounted to $200 a month, which covered 58% of startup costs at 10 months and are projected to cover full costs by 1.5 years. The podcast had 173 995 downloads as recorded through Podbean (39 a month in September, increased to 31 206 a month in July). It gained 644 followers on Twitter and 147 ratings on iTunes, with an average of 4.86 out of 5 stars. CONCLUSIONS Medical podcasts created by Ob-Gyn residents during their training appear feasible and highly acceptable over a sustained period.
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Coles RA, Goh SJ, Livingstone D, Qasim A. MedShr: improving patient care through clinical case discussion. Minerva Cardioangiol 2020; 68:175-187. [DOI: 10.23736/s0026-4725.20.05164-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Ediger D, Sumpter R, Bridwell RE, Belcher CN. Academic Life in Emergency Medicine (ALiEM) Blog and Podcast Watch: Infectious Diseases. Cureus 2020; 12:e7674. [PMID: 32426186 PMCID: PMC7228787 DOI: 10.7759/cureus.7674] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
The Academic Life in Emergency Medicine (ALiEM) Approved Instructional Resources (AIR) Series and Approved Instructional Resources - Professional (AIR-Pro) Series were created in 2014 and 2015, respectively, in response to the growing need to curate online educational content as well as create a nationally available curriculum that meets individualized interactive instruction criteria for emergency medicine (EM) trainees. These two online series identify high-quality educational blog and podcast content using an expert-based approach. The AIR series is a continuously building curriculum originally based on the Council of Emergency Medicine Directors (CORD) testing schedule. In September 2019, 61 blog posts and podcasts published within the previous 12 months and relevant to infectious diseases were evaluated by eight attending physicians using the ALiEM AIR scoring instrument. In this review, we summarize the accredited posts on infectious diseases meeting our a priori quality criteria per evaluation by the reviewers.
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Affiliation(s)
- David Ediger
- Department of Military and Emergency Medicine, Uniformed Services University of the Health Sciences, F. Edward Hébert School of Medicine, Bethesda, USA
| | - Ryan Sumpter
- Department of Military and Emergency Medicine, Uniformed Services University of the Health Sciences, F. Edward Hébert School of Medicine, Bethesda, USA
| | - Rachel E Bridwell
- Department of Emergency Medicine, Brooke Army Medical Center, Fort Sam Houston, USA
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Roth J. Why Not a Podcast? Assessing Narrative Audio and Written Curricula in Obstetrical Neurology. J Grad Med Educ 2020; 12:86-91. [PMID: 32089798 PMCID: PMC7012508 DOI: 10.4300/jgme-d-19-00505.1] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/15/2019] [Revised: 10/21/2019] [Accepted: 11/22/2019] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND Medical podcasts have the potential to educate residents and fellows in specialized or uncommon disciplines, but the acceptability and benefits of educational podcasts are unclear. OBJECTIVE We compared knowledge acquisition and engagement of audio-only (podcast) versus written curricular formats and assessed podcast feasibility and uptake for teaching obstetrical neurology to residents and fellows. METHODS Key concepts in obstetrical neurology were developed into parallel case-based modules: written reviews and podcasts interwove patient and expert voices with narration. In 2017, we tested this curriculum among 60 volunteer residents and fellows in obstetrics and gynecology, neurology, emergency medicine, internal medicine, and family medicine training programs at a single institution. Participants took content-based pretests, were randomized, and then completed written (n = 32) or podcast (n = 28) modules, and finally, completed posttests and feedback questionnaires. RESULTS Among all participants, there was an increase in immediate posttest scores compared with pretest scores (46 of 60, 77% ± 17% pretest versus 56 of 60, 93% ± 10% posttest, P < .05), with participants in the podcast and written groups performing equally well. However, listeners rated the podcasts somewhat higher than written materials in the areas of maintaining interest, enjoyability, entertaining, and desire for wider use. CONCLUSIONS Written and podcast curricula improved immediate knowledge similarly, but the narrative-style podcasts were perceived as more enjoyable by residents and fellows from several specialties, suggesting narrative podcasting can be an engaging and feasible educational alternative for trainees to acquire information.
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Cardinal P, Barton G, DesRosier K, Yamashita S, Landriault A, Sarti A, Sutherland S, Brien S, McCarragher K, Witter T. Mapping the Expert Mind: Integration Method for Revising the ACES Medical Simulation Curriculum. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120520913270. [PMID: 32699819 PMCID: PMC7357020 DOI: 10.1177/2382120520913270] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
PURPOSE This article shares our experience developing an integrated curriculum for the ACES (Acute Critical Event Simulation) program. The purpose of the ACES program is to ensure that health care providers develop proficiency in the early management of critically ill patients. The program includes multiple different types of educational interventions (mostly simulation-based) and targets both specialty and family physicians practicing in tertiary and community hospitals. METHODS To facilitate integration between different educational interventions, we developed a knowledge repository consisting of cognitive sequence maps that make explicit the flow of cognitive activities carried out by experts facing different situations - the sequence maps then serving as the foundation upon which multimodal simulation scenarios would be built. To encourage participation of experts, we produced this repository as a peer-reviewed ebook. Five national organizations collaborated with the Royal College of Physicians and Surgeons of Canada to identify and recruit expert authors and reviewers. Foundational chapters, centered on goals/interventions, were first developed to comprehensively address most tasks conducted in the early management of a critically ill patient. Tasks from the foundational chapters were then used to complete the curriculum with situations. The curriculum development consisted of two-phases each followed by a peer-review process. In the first phase, focus groups using web-conferencing were conducted to map clinical practice approaches and in the second, authors completed the body of the chapter (e.g., introduction, definition, concepts, etc.) then provided a more detailed description of each task linked to supporting evidence. RESULTS Sixty-seven authors and thirty-five peer reviewers from various backgrounds (physicians, pharmacists, nurses, respiratory therapists) were recruited. On average, there were 32 tasks and 15 situations per chapter. The average number of focus group meetings needed to develop a map (one map per chapter) was 6.7 (SD ± 3.6). We found that the method greatly facilitated integration between different chapters especially for situations which are not limited to a single goal or intervention. For example, almost half of the tasks of the Hypercapnic Ventilatory Failure chapter map were borrowed from other maps with some modifications, which significantly reduced the authors' workload and enhanced content integration. This chapter was also linked to 6 other chapters. CONCLUSIONS To facilitate curriculum integration, we have developed a knowledge repository consisting of cognitive maps which organize time-sensitive tasks in the proper sequence; the repository serving as the foundation upon which other educational interventions are then built. While this methodology is demanding, authors welcomed the challenge given the scholarly value of their work, thus creating an interprofessional network of educators across Canada.
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Affiliation(s)
- Pierre Cardinal
- Department of Critical Care Medicine, The Ottawa Hospital, Ottawa, ON, Canada
- Practice, Performance and Innovation, Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
| | - Glenn Barton
- Practice, Performance and Innovation, Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
| | - Kirk DesRosier
- Practice, Performance and Innovation, Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
| | - Sharon Yamashita
- Department of Pharmacy, Sunnybrook Health Sciences Centre, Toronto, ON, Canada
| | - Angèle Landriault
- Practice, Performance and Innovation, Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
| | - Aimee Sarti
- Department of Critical Care Medicine, The Ottawa Hospital, Ottawa, ON, Canada
| | | | - Susan Brien
- Practice, Performance and Innovation, Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
| | - Kevin McCarragher
- Practice, Performance and Innovation, Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
| | - Tobias Witter
- Department of Critical Care and Department of Anesthesiology, Perioperative and Pain Medicine, Dalhousie University, Halifax, NS, Canada
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Love JN, Santen SA, Way DP, Munzer BW, Merritt C, Ander DS, Cyrus JW. Early Impact of the Western Journal of Emergency Medicine CDEM/CORD Special Issue in Educational Research & Practice. West J Emerg Med 2019; 21:71-77. [PMID: 31913822 PMCID: PMC6948685 DOI: 10.5811/westjem.2019.10.44484] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2019] [Accepted: 10/20/2019] [Indexed: 11/16/2022] Open
Abstract
Introduction In 2015, with a stated goal of disseminating best teaching practices and developing a community of educational scholars, the Council of Emergency Medicine Directors (CORD) and the Clerkship Directors of Emergency Medicine (CDEM) created an annual Special Issue in Educational Research and Practice (Special Issue) in cooperation with the Western Journal of Emergency Medicine. The intention of this study was to analyze the impact of this effort to date. Methods Bibliometric data was gathered on all four special issues, 2015–2019, from the Web of Science and then verified with the eScholarship website. Authorship, academic affiliation, date published, article type, and format were tabulated for descriptive analysis. Using metrics from Google Scholar, alternative scholarly impact metrics (altmetrics), and the eScholarship website, the authors identified top articles and grouped them into themes. Results Of the 136 articles included in the first four years of the Special Issue, 126 represented peer-reviewed publications with an overall acceptance rate of 25.0% (126/505). Authors from this cohort represented 103 of the 182 (56.6%) Accreditation Council for Graduate Medical Education (ACGME) programs in existence at the time of the inaugural issue. Multi-institutional studies represented 34.9% (44/126) of the peer-reviewed publications. Traditional and alternative publication metrics are reported to assess the impact of articles from the Special Issues. Conclusion The Special Issue is a proven outlet to share best practices, innovations, and research related to education. Additionally, the infrastructure of this process promotes the development of individual faculty and a community of teaching scholars.
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Affiliation(s)
- Jeffrey N Love
- George Washington University, Department of Emergency Medicine, Washington, District of Columbia
| | - Sally A Santen
- Virginia Commonwealth University, Department of Emergency Medicine, Richmond, Virginia
| | - David P Way
- Ohio State University, Department of Emergency Medicine, Columbus, Ohio
| | - Brendan W Munzer
- University of Michigan, Department of Emergency Medicine, Ann Arbor, Michigan
| | - Chris Merritt
- Alpert Medical School of Brown University, Department of Emergency Medicine & Pediatrics, Providence, Rhode Island
| | - Douglas S Ander
- Emory University School of Medicine, Department of Emergency Medicine, Atlanta, Georgia
| | - John W Cyrus
- Virginia Commonwealth University, Tompkins-McCaw Library for the Health Sciences, Richmond, Virginia
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Tarchichi TR, Szymusiak J. Continuing Medical Education in an On-Demand World: Is Podcasting the Netflix of Medical Education? Hosp Pediatr 2019; 9:818-819. [PMID: 31481459 DOI: 10.1542/hpeds.2019-0093] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Affiliation(s)
| | - John Szymusiak
- Departments of Pediatrics and
- Medicine, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania
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Chan TM, Bhalerao A, Thoma B, Trueger NS, Grock A. Thinking Critically About Appraising FOAM. AEM EDUCATION AND TRAINING 2019; 3:398-402. [PMID: 31637359 PMCID: PMC6795350 DOI: 10.1002/aet2.10352] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2019] [Accepted: 04/16/2019] [Indexed: 05/30/2023]
Affiliation(s)
- Teresa M. Chan
- Department of MedicineDivision of Emergency MedicineMcMaster University, and the McMaster Education Research, Innovation, and Theory ProgramHamiltonOntarioCanada
| | - Anuja Bhalerao
- School of MedicineUniversity of TorontoTorontoOntarioCanada
| | - Brent Thoma
- Department of Emergency MedicineUniversity of SaskatchewanSaskatoonSaskatchewanCanada
| | - N. Seth Trueger
- Department of Emergency MedicineNorthwestern UniversityChicagoIL
| | - Andrew Grock
- Division of Emergency MedicineGreater Los Angeles VA Healthcare System, and the Department of Emergency MedicineDavid Geffen School of MedicineUCLALos AngelesCA
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Ambasta A, Balan M, Mayette M, Goffi A, Mulvagh S, Buchanan B, Montague S, Ruzycki S, Ma IWY. Education Indicators for Internal Medicine Point-of-Care Ultrasound: a Consensus Report from the Canadian Internal Medicine Ultrasound (CIMUS) Group. J Gen Intern Med 2019; 34:2123-2129. [PMID: 31240603 PMCID: PMC6816798 DOI: 10.1007/s11606-019-05124-1] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/26/2018] [Revised: 02/06/2019] [Accepted: 04/19/2019] [Indexed: 11/03/2022]
Abstract
BACKGROUND Curriculum development and implementation for internal medicine point-of-care ultrasound (IM POCUS) continues to be a challenge for many residency training programs. Education indicators may provide a useful framework to support curriculum development and implementation efforts across programs in order to achieve a consistent high-quality educational experience. OBJECTIVE This study seeks to establish consensus-based recommendations for education indicators for IM POCUS training programs in Canada. DESIGN This consensus study uses a modified nominal group technique for voting in the initial round, followed by two additional rounds of online voting, with consensus defined as agreement by at least 80% of the participants. PARTICIPANTS Participants were 22 leaders with POCUS and/or education expertise from 13 Canadian internal medicine residency programs across 7 provinces. MAIN MEASURES Education indicators considered were those that related to aspects of the POCUS educational system, could be presented by a single statistical measure, were readily understood, could be reliably measured to provide a benchmark for measuring change, and represented a policy issue. We excluded a priori indicators with low feasibility, are impractical, or assess learner reactions. Candidate indicators were drafted by two academic internists with post-graduate training in POCUS and medical education. These indicators were reviewed by two internists with training in quality improvement prior to presentation to the expert participants. KEY RESULTS Of the 52 candidate education indicators considered, 6 reached consensus in the first round, 12 in the second, and 4 in the third round. Only 5 indicators reached consensus to be excluded; the remaining indicators did not reach consensus. CONCLUSIONS The Canadian Internal Medicine Ultrasound (CIMUS) group recommends 22 education indicators be used to guide and monitor internal medicine POCUS curriculum development efforts in Canada.
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Affiliation(s)
- Anshula Ambasta
- Division of General Internal Medicine, Department of Medicine, University of Calgary, Calgary, AB, Canada
| | - Marko Balan
- Department of Critical Care, Dalhousie University, Halifax, NS, Canada
| | - Michael Mayette
- Internal Medicine and Critical Care Medicine Division, Department of Medicine, Université de Sherbrooke, Sherbrooke, QC, Canada
| | - Alberto Goffi
- Interdepartmental Division of Critical Care Medicine, Department of Medicine, University of Toronto, Toronto, ON, Canada
| | - Sharon Mulvagh
- Division of Cardiology, Department of Medicine, Dalhousie University, Halifax, NS, Canada
- Department of Cardiovascular Medicine, Mayo Clinic, Rochester, MN, USA
| | - Brian Buchanan
- Department of Critical Care Medicine, University of Alberta, Edmonton, AB, Canada
| | - Steven Montague
- Division of General Internal Medicine, Department of Medicine, Queen's University, Kingston, ON, Canada
| | - Shannon Ruzycki
- Division of General Internal Medicine, Department of Medicine, University of Calgary, Calgary, AB, Canada
| | - Irene W Y Ma
- Division of General Internal Medicine, Department of Medicine, University of Calgary, Calgary, AB, Canada.
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Kane SP, Shuman M, Patel K, Olson M. Characteristics of Drug-Related Podcasts and This Medium's Potential as a Pharmacy Education Tool. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7083. [PMID: 31831898 PMCID: PMC6900824 DOI: 10.5688/ajpe7083] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2018] [Accepted: 10/08/2018] [Indexed: 06/10/2023]
Abstract
Objective. To analyze the publication frequency and characteristics of drug-related podcasts and describe the role of pharmacists in creating content for this audio-based educational medium. Methods. Podcasts that potentially included drug-related educational information were identified based on four podcast categories that were publicly available as of June 2016. Podcasts were screened by two reviewers to determine whether they contained at least five episodes with drug-related content and a minimum of 10 audio episodes. Metrics related to the podcast, audio episodes, and names of the content authors were collected and a descriptive analysis was conducted. Results. Of the 960 podcasts screened, 125 met the study criteria and were included in the descriptive analysis. These drug-related podcasts produced a median of two episodes per month and each episode lasted an average of 27 minutes. The most common professions represented by podcast hosts and guests were physicians (83.2%), followed by nurses and nurse practitioners (11.2%) and pharmacists (10.4%). Podcast content varied widely, with critical care and emergency medicine being the most common (18.4%), followed by general medicine (14.4%) and complementary and alternative medicine (13.6%). Conclusion. Drug-related podcasts are numerous and easily accessible; however, the quality and accuracy of their content cannot be easily determined as episodes do not consistently cite references. Pharmacists appear to be underrepresented in developing this particular genre of educational content, pharmacy educators should consider producing and disseminating educational material through podcasts for students and practitioners.
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Affiliation(s)
- Sean P. Kane
- Rosalind Franklin University of Medicine and Science, North Chicago, Illinois
| | - Michael Shuman
- Rosalind Franklin University of Medicine and Science, North Chicago, Illinois
| | - Khyati Patel
- Rosalind Franklin University of Medicine and Science, North Chicago, Illinois
| | - Margaret Olson
- Presence Saints Mary and Elizabeth Medical Center, Chicago, Illinois
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