Four strategies to find, evaluate, and engage with online resources in emergency medicine

Lo, Andrea Y.; Shappell, Eric; Rosenberg, Hans; Thoma, Brent; Ahn, James; Trueger, N. Seth; Chan, Teresa M.

doi:10.1017/cem.2017.387

Cited by 17 publications

(16 citation statements)

References 31 publications

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“…Traditional educational resources lack such immediate discourse. Nevertheless, in acknowledgement of the current paradigm – despite its incomplete evidence base – many social media resources also now undergo external peer review before publication, to demonstrate transparency and quality in publication …”

Section: Competing Interestsmentioning

confidence: 99%

Section: Competing Interestsmentioning

confidence: 99%

“…A number of online critical appraisal tools have been developed for online resources . The DISCERN, ALiEM Air, METRIQ5 and METRIQ8 scores and quality checklists are such examples of such tools . While initial results indicate that some of these tools still need refining before being used in isolation by individuals, their development and use in combination with other markers of quality will surely provide the trust needed for using social media in medical education.…”

Section: Competing Interestsmentioning

confidence: 99%

“…Nevertheless, in acknowledgement of the current paradigmdespite its incomplete evidence basemany social media resources also now undergo external peer review before publication, to demonstrate transparency and quality in publication. 5 Even though it aligns with a learner-centric model of education, social media can provide a volume of information that is overwhelming for an experienced and sceptical clinician, let alone the ebullient novice. ACEM's 'Best of Web' initiative provides peer reviews of a curated list of online resources.…”

mentioning

confidence: 99%

“…5 The DIS-CERN, ALiEM Air, METRIQ5 and METRIQ8 scores and quality checklists are such examples of such tools. 5 While initial results indicate that some of these tools still need refining before being used in isolation by individuals, 8 their development and use in combination with other markers of quality will surely provide the trust needed for using social media in medical education. However, a dichotomy of resource utilisation does not need to exist, and integrating or amalgamating resources from traditional sources and social media by educators may, for now, provide the ideal learning experience for trainee and expert alike.…”

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confidence: 99%

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Social media in medical education: Can you trust it? Yes

Nettle

2018

Emerg Medicine Australasia

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Section: Competing Interestsmentioning

confidence: 99%

Section: Competing Interestsmentioning

confidence: 99%

Section: Competing Interestsmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Social media in medical education: Can you trust it? Yes

Nettle

2018

Emerg Medicine Australasia

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CanadiEM: Accessing a Virtual Community of Practice to Create a Canadian National Medical Education Institution

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Thoma

Luckett-Gatopoulos

et al. 2018

AEM Education and Training

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Background: The rise of free open-access medical education (FOAM) has led to a wide range of online resources in emergency medicine. Canadian physicians have been active contributors to FOAM.Objectives: We aimed to create a virtual community of practice that would serve as a national platform for collaboration, learning, and knowledge dissemination.Methods: CanadiEM was formed in 2016 from the merger of two Canadian websites and a podcast. Using a community-of-practice model, we introduced two training programs to support junior community members in becoming core editorial team members and employed asynchronous Web technologies to facilitate collaboration. We also introduced a coached peer review process and formed strategic alliances that aim to ensure a high quality of publication.Results: CanadiEM has become a portal for readers to access a broad range of FOAM content. The website has published 782 articles. Of these, 71 have undergone a coached peer review process. The website has received over 2.5 million page views from 217 countries, and the associated CRACKCast podcast has been downloaded over 750,000 times.Conclusions: CanadiEM has succeeded in building a national multi-interface dissemination network that fosters collaboration and knowledge sharing in emergency medicine while fostering junior digital scholars. The construction of a community of practice has been facilitated by quality assurance, training programs, and the use of asynchronous Web technologies. Ongoing challenges in sustainability include a volunteer workforce with high turnover.

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Systematic Online Academic Resource (SOAR) Review: Renal and Genitourinary

Grock

Bhalerao

Chan

et al. 2019

AEM Education and Training

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Background: Online resources for emergency medicine (EM) trainees and physicians have variable quality and inconsistent coverage of core topics. In this first entry of the Society for Academic Emergency Medicine Systematic Online Academic Resource (SOAR) series, we describe the application of a systematic methodology to comprehensively identify, collate, and curate online content for topic-specific modules. Methods: A list of module topics and related terms was generated from the American Board of EmergencyMedicine's Model of the Clinical Practice of Emergency Medicine. The authors selected "renal and genitourinary" for the first module, which contained 35 terms; all MeSH headers and colloquial synonyms related to the topic and related terms were searched both within the 100 most impactful online educational websites per the Social Media Index and the FOAMsearch.net search engine. Duplicate entries, journal articles, images, and archives were excluded. The quality of each article was rated using the revised METRIQ (rMETRIQ) score.Results: The search yielded 13,058 online resources. After 12,717 items were excluded, 341 underwent quality assessment. All renal/genitourinary topics were covered by at least one resource. The median rMETRIQ score was 11 of 21 (interquartile range = 8-14). Calculus of urinary tract was most prominently featured with 60 posts. Thirty-four posts (10% of full-text screened FOAM articles) covering 12 core topics were identified as high quality (rMETRIQ ≥ 16). Conclusions:We demonstrated the feasibility of systematically identifying and curating FOAM resources for a specific EM topic and identified an overrepresentation of some subtopics. This curated list of resources may guide trainees, teacher recommendations, and resource producers. Further entries in the series will address other topics relevant to EM.T he well-documented growth and use, both formally (in residency curricula 1,2 ) and informally, 3-5 of free online medical education resources (FOAM) in emergency medicine (EM) have been remarkable. 3,4,6,7 However, resources are scattered across an enormous number of sites, of variable and difficult to evaluate quality, 8-10 and may not be at the appropriate level for all learners. 11 Additionally, various topics are covered extensively while others receive no or scant coverage 12 with no synthesis describing specific topics coverage, extent, level of intended learner, and quality.

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Four strategies to find, evaluate, and engage with online resources in emergency medicine

Cited by 17 publications

References 31 publications

Social media in medical education: Can you trust it? Yes

Social media in medical education: Can you trust it? Yes

CanadiEM: Accessing a Virtual Community of Practice to Create a Canadian National Medical Education Institution

Systematic Online Academic Resource (SOAR) Review: Renal and Genitourinary

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