Integration of a Blog into the Emergency Medicine Residency Curriculum

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Background Free open‐access medical education (FOAM) has become an integral resource for medical school and residency education. However, questions of quality and inconsistent coverage of core topics remain. In this second entry of the SAEM Systematic Online Academic Resource (SOAR) series, we describe the application of a systematic methodology to identify, curate, and describe FOAM topics specific to endocrine, metabolic, and nutritional disorders as defined by the 2016 Model of the Clinical Practice of Emergency Medicine (MCPEM). Methods We developed an automated algorithm to search 264 keywords derived from nine subtopics within the MCPEM category in the FOAM Search (a customized FOAM search tool) and the Social Media index. The top 100 results were extracted for each keyword. Resources underwent a manual iterative screening process, and those relevant to endocrine, metabolic, or nutritional disorders and EM were evaluated with the revised Medical Education Translational Resources: Impact and Quality (rMETRIQ) tool. Results The search yielded 36,346 resources, of which 756 met the criteria for quality assessment. After rMETRIQ tool training, four raters demonstrated an average measured intraclass correlation coefficient of 0.94 (95% confidence interval = 0.88 to 0.97, p < 0.001). A total of 121 posts (16% of posts) covering 25 subtopics were identified as high quality (rMETRIQ ≥16). The most covered subtopic was potassium disorders, representing 15% of all posts. Subtopics that did not have a high‐quality resource identified include metabolic alkalosis, respiratory alkalosis, fluid overload, phosphorus metabolism, hyperglycemia, malabsorption, malnutrition, and thyroiditis. From most to least common, the overall target audience was junior resident (91%), PGY‐1 resident (88%), senior resident (81%), clerk (64%), attending (50%), and preclerkship (9%). Conclusions We systematically identified, described, and curated FOAM resources for EM learners on the topic of endocrine, metabolic, and nutritional disorders. A final list of high‐quality resources can guide trainees, educator recommendations, and FOAM authors.

Section: Introductionmentioning

confidence: 99%

Systematic online academic resource (SOAR) review: Endocrine, metabolic, and nutritional disorders

Hsiao

Pedigo

Bae

et al. 2021

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“…1,2 The volume produced and popularity of FOAM is likely to continue to grow as residents, program directors, and national leadership move to integrate it into the education process. 1,2,6 In fact, novel curricula such as the Academic Life in Emergency Medicine-approved instructional resources series (ALiEM AIR) use solely FOAM content to fulfill Accreditation Council for Graduate Medical Education criteria for individualized interactive instruction. 7,8 Additional resources such as Foundations of Emergency Medicine, provides free, peer-reviewed content for a flipped-classroom and small-group exercises.…”

mentioning

confidence: 99%

Holes in the FOAM: An Analysis of Curricular Comprehensiveness in Online Educational Resources

Grock

Chan

Aluisio

et al. 2020

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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.F or decades the traditional pillars of asynchronous medical education consisted of physical copies of peer-reviewed journals and medical textbooks. With the rise of the Internet, peer-reviewed publications became available through PubMed online and textbooks became available electronically. Likewise, medical educators became able to release their content online. This innovation, known as Free Open Access Medical Education (FOAM), primarily offers the opportunity for increased information dissemination and also fosters collaboration through virtual communities of practice. 1-3 From 20021-3 From to 2013

“…1,2,4,5 FOAM's rise in quantity and popularity is likely to continue as residencies and national organizations integrate it into curricula. 1,2,6,7 For example, EM residency programs seeking to fulfill the Accreditation Council for Graduate Medical Education's individualized interactive instruction option can use the free, internationally available Academic Life in Emergency Medicine Approved Instructional Resources (ALiEM AIR) series that is composed solely of FOAM content. 8,9 Unfortunately, quality evaluation of FOAM without an evaluation tool (gestalt) has been shown to be subpar.…”

Section: Backg Rou N Dmentioning

confidence: 99%

“…The explosion in FOAM production—60‐fold from 2002 to 2013 and then twofold more from 2013 to 2016—coincides with increased use by emergency medicine (EM) residents 1,2,4,5 . FOAM’s rise in quantity and popularity is likely to continue as residencies and national organizations integrate it into curricula 1,2,6,7 . For example, EM residency programs seeking to fulfill the Accreditation Council for Graduate Medical Education’s individualized interactive instruction option can use the free, internationally available Academic Life in Emergency Medicine Approved Instructional Resources (ALiEM AIR) series that is composed solely of FOAM content 8,9 …”

Section: Introductionmentioning

confidence: 99%

The revised Approved Instructional Resources score: An improved quality evaluation tool for online educational resources

Grock¹,

Jordan²,

Zaver³

et al. 2021

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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.