Individual Interactive Instruction: An Innovative Enhancement to Resident Education

Reiter, Dena A.; Lakoff, Daniel; Trueger, N. Seth; Shah, Kaushal

doi:10.1016/j.annemergmed.2012.02.028

Cited by 23 publications

(14 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…FOAM resources are easily accessible and are portable. This makes them ideally suited to asynchronous learning and the ‘flipped classroom’ model . Asynchronous learning allows trainees to educate themselves using resources that suit their needs when the time is right for them.…”

Section: Foam and Medical Educationmentioning

confidence: 99%

Free Open Access Medical education (FOAM) for the emergency physician

Nickson

Cadogan

2014

Emerg Medicine Australasia

185

174

View full text Add to dashboard Cite

Section: Foam and Medical Educationmentioning

confidence: 99%

Free Open Access Medical education (FOAM) for the emergency physician

Nickson

Cadogan

2014

Emerg Medicine Australasia

185

174

View full text Add to dashboard Cite

“…The well‐documented growth and use, both formally (in residency curricula) and informally, of free online medical education resources (FOAM) in emergency medicine (EM) have been remarkable . However, resources are scattered across an enormous number of sites, of variable and difficult to evaluate quality, and may not be at the appropriate level for all learners .…”

mentioning

confidence: 99%

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

Grock

Bhalerao

Chan

et al. 2019

AEM Education and Training

Self Cite

View full text Add to dashboard Cite

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.

show abstract

“…Prominent differences in ratings between methods (i.e., .30% difference in positive rating between at least 2 of the methods) were noted by at least 1 subgroup in 8 of the survey questions (4,(7)(8)(9)(10)(11)(12)(13). While this did not trend in favor of any one method, participants ultimately indicated that they were most willing to use the PowerPoint method.…”

Section: Discussionmentioning

confidence: 90%

“…12 The primary purpose of this prospective, controlled pilot study was to evaluate the perceived effectiveness of 3 different Web-based educational delivery methods by both radiology residents (students) and chiropractic radiologists (observers) in achieving the course objective and goals. Additionally, the potential for educational interactions, the perceived learning potential for each method, and key logistical issues were evaluated.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of three different methods of distance learning for postgraduate diagnostic imaging education: A pilot study

Poirier¹,

Cooley²,

Wessely³

et al. 2014

Journal of Chiropractic Education

View full text Add to dashboard Cite

Objective: The purpose of this study was to evaluate the perceived effectiveness and learning potential of 3 Web-based educational methods in a postgraduate radiology setting. Methods: Three chiropractic radiology faculty from diverse geographic locations led mini-courses using asynchronous discussion boards, synchronous Web conferencing, and asynchronous voice-over case presentations formatted for Web viewing. At the conclusion of each course, participants filled out a 14-question survey (using a 5-point Likert scale) designed to evaluate the effectiveness of each method in achieving specified course objectives and goals and their satisfaction when considering the learning potential of each method. The mean, standard deviation, and percentage agreements were tabulated. Results: Twenty, 15, and 10 participants completed the discussion board, Web conferencing, and case presentation surveys, respectively. All educational methods demonstrated a high level of agreement regarding the course objective (total mean rating .4.1). The case presentations had the highest overall rating for achieving the course goals; however, all but one method still had total mean ratings .4.0 and overall agreement levels of 70%-100%. The strongest potential for interactive learning was found with Web conferencing and discussion boards, while case presentations rated very low in this regard. Conclusions: The perceived effectiveness in achieving the course objective and goals was high for each method. Residency-based distance education may be a beneficial adjunct to current methods of training, allowing for international collaboration. When considering all aspects tested, there does not appear to be a clear advantage to any one method. Utilizing various methods may be most appropriate.

show abstract

Individual Interactive Instruction: An Innovative Enhancement to Resident Education

Cited by 23 publications

References 7 publications

Free Open Access Medical education (FOAM) for the emergency physician

Free Open Access Medical education (FOAM) for the emergency physician

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

Evaluation of three different methods of distance learning for postgraduate diagnostic imaging education: A pilot study

Contact Info

Product

Resources

About