Thinking Critically About Appraising <scp>FOAM</scp>

Chan, Teresa M.; Bhalerao, Anuja; Thoma, Brent; Trueger, N. Seth; Grock, Andrew

doi:10.1002/aet2.10352

Cited by 19 publications

(13 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Again, ongoing development of guidelines and instruments for appraisal of quality and initiatives for formal collation of better quality FOAM resources will be required. 122,123 While quality FOAM may be a rich repository for learning materials, educators should be aware that their students can remain mistrustful of digital resources developed outside their institution, even when these may be high quality and aligned with pedagogical intent. 124 FOAM resources are predominantly developed and accessed in high-income, English-speaking countries.…”

Section: Technology-led Transformations In Changing Contexts Of Hpe A...mentioning

confidence: 99%

Learning technology in health professions education: Realising an (un)imagined future

2023

View full text Add to dashboard Cite

ContextTechnology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE.Methods and OutcomesWe first consider the wider scholarship highlighting the intersection between technology and pedagogy, articulating what is meant by transformation and the role of learning technology in driving educational transformation. We then undertake a synthesis of the current high visibility HPE‐focused research. We sampled the literature in two ways—for the five highest impact factor health professional education journals over the past decade and for all PubMed indexed journals for the last 3 years—and categorised the extant research against the Substitution, Augmentation, Modification, Redefinition model. We found that the majority of research we sampled focussed on substituting or augmenting learning through technology, with relatively few studies using technology to modify or redefine what HPE is through the use of technology. Of more concern was the lack of theoretical justification for pedagogical improvement, including transformation, underpinning the majority of studies.ConclusionsWhile all kinds of technology use in learning have their place, the next step for HPE is the robust use of technology aiming to lead transformation. This should be guided by transformational educational theory and aligned with pedagogical context. We challenge HPE practitioners and scholars to work thoughtfully and with intent to enable transformation in education for future health professionals.

show abstract

Section: Technology-led Transformations In Changing Contexts Of Hpe A...mentioning

confidence: 99%

Learning technology in health professions education: Realising an (un)imagined future

2023

View full text Add to dashboard Cite

show abstract

“…The Box contains some questions that trainees can ask themselves when reading FOAM. Educators should consider that, although core content is slowly becoming more represented ( 74 ), many resources do not incorporate background foundational knowledge and may not be appropriate for junior trainees. This critical appraisal may be difficult, and because many learners use FOAM as their primary source of learning, there is concern that they are learning the views of those they “follow” rather than the primary literature ( 14 , 39 ).…”

Section: The Waves Of Foam Evolutionmentioning

confidence: 99%

A Short History of Free Open Access Medical Education. The Past, Present, and Future

et al. 2020

Self Cite

View full text Add to dashboard Cite

Free Open Access Medical education (FOAM) has taken the emergency medicine and critical care worlds by storm in the past decade. This article represents one perspective on the stages of transition for FOAM from its humble beginnings as a grassroots movement to the more recent multiauthor blogs that are described in the peer-reviewed literature. In this article, the authors describe the following four distinct waves of people within the movement, with each wave creating a new stage in the evolution of the FOAM community: Creation by the Founders, Adoption by the Enthusiasts, Structure and Formalization by the Structuralists, and Engagement and Activity by the End Users. The authors contextualize some of the phenomena that have been observed within this field and highlight challenges for the field moving forward.

show abstract

“…The curriculum should have a built‐in process for peer review of information as well as standards for citing sources. We enlist subspecialist attendings from within and outside of our institution who are either content experts or have expertise in digital content to aid in giving constructive feedback 15 . This review process is iterative and will often run through course directors as well as multiple subspecialist attendings and fellows.…”

Section: Materials and Strategiesmentioning

confidence: 99%