The development and evaluation of mini-GEMs – short, focused, online e-learning videos in geriatric medicine

Abstract

. (2016) The development and evaluation of mini-GEMs: a short, focused, online e-learning videos in geriatric medicine. A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription.

12 tips for developing trainee-led initiatives to promote recruitment to training in shortage specialties

“…Branding may also help facilitate growth of your online presence, draw people to your website and thus enable them to access your initiatives. Each of AEME's initiatives for example, has a specific 'brand' that includes a unique title, logo and a clearly defined structure, such that learners know what to expect from each initiative -this reliability is recognised as a positive amongst learners [15]. We also provide every delegate who attends one of our events with a branded lanyard in their welcome packs.…”

“…Aimed at junior doctors who care for older people, they cover a variety of topics relevant to the field of geriatrics. Creating educational resources in this manner is quick and easy, and our learners valued the accessibility of the content, along with brevity and credibility of the materials presented [15]. Another example is CotEcast, a 'Care of the Elderly' podcast produced by AEME, where topics relevant to junior doctors interested in geriatric medicine are discussed and debated.…”

“…This realisation proved transformative, and led to more rigorous research, informed by an interpretative, phenomenological approach, into junior doctors' perceptions about the role of the medical registrar [22]. Furthermore, published research on Mini-GEMs [15] sought to explore 'why' and 'how' learning occurred; such 'clarification' studies are recognised as being crucial in advancing the field of medical education research [23]. In sum, embedding research into AEME's other work enabled us to better understand the problem we were seeking to address, helped inform further iterations of initiatives and also helped develop our skills and interest in the field of research.…”

“…We also created short educational videos called Mini-GEMs (Geriatric E-Learning Modules), which were uploaded to YouTube -a site that is increasingly recognised as a viable platform for hosting medical education resources [14]. Not only have viewers found these useful for their clinical content [15], but they also helped to raise awareness of the organisation and its other projects.…”

YouTube as an Educational Resource in Medical Education: A Scoping Review (Preprint)

“…YouTube, the largest Internet video-sharing site, has been used extensively for patient, public, and health professional education [14,15]. In medical education, learners have reported satisfaction with the brief and concise nature of educational videos, ease of access and use, and ability to view videos in a variety of settings to supplement clinical experiences and consolidate their learning [16]. YouTube combines video-sharing and options for user comments, as it provides easy-to-use feedback tools, such as the ability for viewers to comment and 'like' videos [17,18].…”