Social-media-enabled learning in emergency medicine: a case study of the growth, engagement and impact of a free open access medical education blog

Carley, Simon; Beardsell, Iain; May, Natalie; Crowe, Liz; Baombe, Janos P; Grayson, Alan; Carden, Richard; Liebig, Ashley Voss; Gray, Chris; Fisher, Ross; Horner, Daniel; Howard, Laura; Body, Richard

doi:10.1136/postgradmedj-2017-135104

Cited by 30 publications

(25 citation statements)

References 25 publications

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“…Due to the large variety of options and formats, it is unclear what is actually useful. In the context of applying social media for learning purposes, the use of an already existing infrastructure may easily reach a large public [49,50]. At best, the immediate feedback in most social media leads to vivid discussions of the available learning material [51].…”

Section: Social Mediamentioning

confidence: 99%

Digitale Strategien in der Lehre

2019

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ZusammenfassungDie Entwicklung digitaler Strategien in der Lehre beruht auf den technologischen Fortschritten der letzten Jahrzehnte, aber auch auf der Motivation, ein didaktisches Konzept verstärkt auf den Lernenden zu zentrieren. Aus verfügbaren Daten der deutschen Hochschulmedizin ergibt sich das Bild, dass in der Medizin ganz allgemein und speziell in der HNO-Heilkunde digitale Lehrkonzepte aktuell noch eine untergeordnete Rolle spielen. Durch Erhebung eigener Daten konnten wir zeigen, dass die Studierenden in der HNO-Heilkunde in der Mehrheit auf durch den Dozenten ausgegebene Materialien als einzige Lernquelle zurückgreifen. Die Anwendung fundierter digitaler Lehrstrategien bietet daher, insbesondere fachbezogen für die HNO-Heilkunde, besondere Chancen, u. a. um dem Überangebot von Informationen aus teils unklaren Quellen im Internet entgegenzutreten.Der mögliche Digitalisierungsgrad der Lehre reicht heute von digitalen Serviceangeboten über punktuelle Angebote klassischer Lehrkonzepte und Blended Learning bis hin zum volldigitalen Studium. Die Attraktivität der curricularen Integration digitaler Lehrstrategien beruht dabei weniger auf der Nutzung rein technischer Fortschritte, sondern vielmehr auf den Möglichkeiten der Anwendung innovativer Curricula und neuer didaktischer Konzepte. In Abhängigkeit vom beabsichtigten Lehrzweck werden insbesondere dem Flipped Classroom und der digitalisierten Realität großes Potenzial zugeschrieben, während mobiles Lernen sich in der Praxis bereits individuell etabliert hat. Die Erprobung und Evaluierung digitaler Lehrinnovationen für konkrete Szenarien gehört aktuell zu den wichtigen wissenschaftlichen Herausforderungen digitaler Lehrkonzepte.Der flächendeckenden Etablierung digitaler Lehre stehen heute weniger technische Voraussetzungen, sondern vielmehr fehlende Finanzierungsmöglichkeiten im Wege, da Förderungen derzeit überwiegend projektgebunden stattfinden, bei dauerhafter Umsetzung jedoch regelmäßige Kosten vorhanden sind. Zur Unterstützung dieser vielversprechenden Lehrformen könnte die Förderung der Einrichtung von Abteilungen für digitale Lehre mit Bereitstellung von entsprechenden Hard- und Softwarelösungen an den Universitäten wesentlich beitragen. Durch die Bildung von Kooperationen zur Nutzung solcher digitalen Plattformen ergäbe sich eine hohe Effizienz in der Verbreitung unter gleichzeitiger Ausnutzung von Sparpotenzialen.

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Section: Social Mediamentioning

confidence: 99%

Digitale Strategien in der Lehre

2019

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“…There are, as of February 2016, 356 blogs dedicated to emergency medicine and critical care (and undoubtedly more as of the time of the writing of this piece). Many of these blogs attract significant readership – for example, St Emlyn's blog that was founded in 2012 as an open access platform to promote emergency medicine in a social media environment, has attracted over 1.25 million views . Such is the bulk of FOAMed sites, online groups have been established specifically to evaluate the quality (especially in terms of reliability and reproducibility) of FOAMed, specifically AliEM's Approved Instructional Resources, and to separate the valid from the invalid .…”

Section: The Resistancementioning

confidence: 99%

“…Many of these blogs attract significant readershipfor example, St Emlyn's blog that was founded in 2012 as an open access platform to promote emergency medicine in a social media environment, has attracted over 1.25 million views. 11 Such is the bulk of FOAMed sites, online groups have been established specifically to evaluate the quality (especially in terms of reliability and reproducibility) of FOAMed, specifically AliEM's Approved Instructional Resources, and to separate the valid from the invalid. 12 This leads to perhaps the most difficult question, how do we encourage digital aliens to embrace these resources and engage in social media?…”

Section: Digital Aliensmentioning

confidence: 99%

Social media in medical education: How far have we come?

Cobbett

Tran

Humphrey

2018

Emerg Medicine Australasia

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“…1 Free Open-Access Medical Education (FOAMed) tools have become the preferred modality for learners. [2][3][4][5][6][7] In the last decade, online learning tools such as blogs, social media, online journal clubs, videos, games, and texting apps have been embraced by the nephrology community and other specialties. 3,6,[8][9][10] Additionally, social media dissemination of educational content enables quick, broad uptake of these materials.…”

Section: Introductionmentioning

confidence: 99%

Design, Dissemination, and Assessment of NephSIM: A Mobile-Optimized Nephrology Teaching Tool

Farouk

Hilburg

Sparks

2019

Journal of Graduate Medical Education

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Background Digital innovations have the potential to enhance current graduate medical education strategies. Objective We assessed the scope, reach, and effectiveness of Nephrology Simulator (NephSIM), a free, mobile-optimized, nephrology educational tool designed to teach pathophysiology with a diagnostic approach using interactive cases. Methods NephSIM, launched in June 2018, was designed as a mobile-optimized website with peer-reviewed content in WordPress. Content, including interactive cases with iterative feedback, infographics, and tutorials, was developed by nephrology fellows and attending nephrologists. The teaching tool was shared via an e-mail subscriber list and Twitter. Website usage data and Twitter analytics were reviewed. Case content was categorized, and the case completion rate was calculated. A self-report survey was sent to subscribers to assess their demographics and experience. Results Thirty-four cases have been published to date and represent a variety of nephrology topics. There have been 100 745 page views between June 2018 and June 2019, representing 17 922 unique visitors from more than 100 countries. There are 1929 accounts that follow NephSIM on Twitter. Tweets received 124 200 impressions and a 3% engagement rate. Median case completion rate was 69% (interquartile range 64%–78%). Our survey response rate was 17% (76 of 445). Nearly all NephSIM users rated the platform highly in terms of satisfaction and usability, and planned to continue using in the future. Conclusions The development of a mobile-optimized, case-based teaching approach by nephrology fellows and faculty is feasible and has demonstrated global participation and high levels of learner satisfaction.

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Social-media-enabled learning in emergency medicine: a case study of the growth, engagement and impact of a free open access medical education blog

Abstract: This case study of an emergency medicine blog quantifies the reach and engagement of social-media-enabled learning in emergency medicine.

Cited by 30 publications

References 25 publications

Digitale Strategien in der Lehre

Digitale Strategien in der Lehre

Social media in medical education: How far have we come?

Design, Dissemination, and Assessment of NephSIM: A Mobile-Optimized Nephrology Teaching Tool

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