scholarly journals P032: Identifying the bleeding and thrombosis learning needs of the Free Open Access Medical education (FOAM) community

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S88-S89
Author(s):  
T.M. Chan ◽  
D. Jo ◽  
MD Candidate ◽  
A. Shih ◽  
V. Bhagirath ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Open Access ◽  
A Priori ◽  
Medical Community ◽  
Learning Needs ◽  
Knowledge Gaps ◽  
Anticoagulation Management ◽  
Allied Health Professionals ◽  
Acute Thrombosis

Introduction: Developing structured online educational curricula that meet learner needs is challenging. Thrombosis and bleeding are areas of innovation and change in emergency medicine. We aimed to determine the learning needs of the Free Open Access Medical education (FOAM) community with the subsequent goal of developing structured curricula to meet them. Methods: A Massive Online Needs Assessment (MONA) was conducted to determine the perceived and unperceived educational needs in thrombosis and bleeding. The survey was designed by a multidisciplinary team of experts and was open from September 20 to December 10, 2016. The survey requested limited demographic information and contained questions to identify topics of interest. Respondents’ baseline knowledge and unperceived needs were assessed using 5 case scenarios containing 3 questions each. Knowledge gaps were defined a priori as topics where <50% of participants answered correctly. Results: We received 198 complete responses by staff physicians (n=109), residents (n=46), medical students (n=29) and allied health professionals (n=14) from 20 countries. 116/198 responses were from people working in emergency medicine. Topics of interest to participants included choice of anticoagulants, interruption of anticoagulation, management of bleeding and monitoring anticoagulation. Knowledge gaps were identified in 4 main areas including interruption of anticoagulation, management of bleeding (including reversal of anticoagulation and massive transfusion), inherited thrombophilia, and screening for malignancy in acute thrombosis. Conclusion: We have identified six priority topics to cover in our future online Thrombosis and Bleeding curriculum by surveying the online medical community. Although perceived and unperceived needs showed high congruence, two priority topics were only identified by assessing unperceived needs.

scholarly journals P026: Need for training in medical education: staff emergency physician perspectives

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S86
Author(s):  
J. Bryan ◽  
F. Al Rawi ◽  
T. Bhandari ◽  
J. Chu ◽  
S. Hansen ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Adult Education ◽  
Family Medicine ◽  
Graduate Training ◽  
Formal Training ◽  
Emergency Physicians ◽  
Allied Health Professionals ◽  
Evaluation Time ◽  
Post Graduate Training

Introduction: Emergency medicine physicians in our urban/suburban area have a range of training in medical education; some have no formal training in medical education, whereas others have completed Master’s level training in adult education. Not all staff have a university appointment; of those who are affiliated with our university, 87 have appointments through the Department of Medicine, 21 through the Department of Pediatrics, and 117 through the Department of Family Medicine. Emergency physicians in our area are a diverse group of physicians in terms of both formal training in adult education and in the variety of settings in which we work. The purpose of this study was to gauge interest in formal training in adult education among emergency medicine physicians. Methods: With research ethics board approval, we created and sent a 10-item electronic questionnaire to emergency medicine staff in our area. The questionnaire included items on demographics, experience in emergency medicine, additional post-graduate training, current teaching activities and interest in short (30-60 minute) adult education sessions. Results: Of a potential 360 active emergency physicians in our area, 120 responded to the questionnaire (33.3%), representing 12 area hospitals. Nearly half of respondents had been in practice over 10 years (48.44%). Respondents were mainly FRCP (50%) or CCFP-EM (47.50%) trained. 33.3% of respondents had masters degrees, of which 15% were MEd. Most physicians were involved in teaching medical students (98.33%), FRCP residents (80%) and family medicine residents (88.3%), though many were also teaching off-service residents, and allied health professionals. More than half of respondents (60%) were interested in attending short sessions to improve their skills as adult educators. The topics of most interest were feedback and evaluation, time-efficient teaching, the learner in difficulty, case-based teaching and bedside teaching. Conclusion: Emergency physicians in our area have a wide variety of experience and training in medical education. They are involved in teaching learners from a range of training levels and backgrounds. Physicians who responded to our survey expressed an interest in additional formal teaching on adult education topics geared toward emergency medicine.

Emergency medicine teaching faculty perceptions about formal academic sessions: “What’s in it for us?”

CJEM ◽  
2005 ◽  
Vol 7 (01) ◽  
pp. 36-41 ◽  
Author(s):  
Glen W. Bandiera ◽  
Laurie Morrison
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Social Interaction ◽  
Continuing Medical Education ◽  
A Priori ◽  
Theory Approach ◽  
Full Time ◽  
Perceived Benefits ◽  
Emergency Physicians ◽  
Part Time

ABSTRACT Background: Little is known about factors affecting emergency physician attendance at formal academic teaching sessions or what emergency physicians believe to be the benefits derived from attending these activities. Objectives: To determine what factors influence emergency medicine faculty attendance at formal academic rounds, what benefits they derive from attendance, and what differences in perceptions there are between full-time clinical and part-time clinical academic faculty. Methods: A survey was sent to all emergency physicians with academic appointments at one institution. Responses were tabulated dichotomously (yes/no) for checklist answers and analyzed using a 2-person grounded theory approach for open answers based on an a priori analysis plan. Differences between full-time and part-time faculty were compared using the chi-squared test for significance. Results: Response rate was 73.8% (48/65). Significant impediments to attendance included clinical responsibilities (75%), professional responsibilities (52.1%), personal responsibilities (33.3%), location (31.2%) and time (27.1%). Perceived benefits of attending rounds were: continuing medical education, social interaction, teaching opportunities, interaction with residents, comparing one's practice with peers, improving teaching techniques, and enjoyment of the format. There were no statistically significant differences between groups' responses. Conclusions: Emergency physicians in our study attend formal teaching sessions infrequently, suggesting that the perceived benefits do not outweigh impediments to attendance. The single main impediment, competing responsibilities, is difficult to modify for emergency physicians. Strategies to increase faculty attendance should focus on enhancing the main perceived benefits: continuing medical education, social interaction and educational development. Faculty learn from themselves and from residents during formal teaching sessions.

scholarly journals LO30: Using a Massive Online Needs Assessment (MONA) to develop a Free Open Access Medical education (FOAM) curriculum

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S37-S38
Author(s):  
D. Jo ◽  
K. de Wit ◽  
V. Bhagirath ◽  
L. Castellucci ◽  
C. Yeh ◽  
...  
Keyword(s):  
Medical Education ◽  
Open Access ◽  
Needs Assessment ◽  
Online Community ◽  
Online Survey ◽  
Online Resources ◽  
Free Text ◽  
Multiple Choice Questions ◽  
Knowledge Gaps ◽  
Learner Centered

Introduction/Innovation Concept: The boom in online educational resources for medical education over the past decade has changed how physicians learn and keep up to date with new literature. While nearly all emergency medicine residents use online resources, few of these resources were designed to target knowledge gaps. Novel methods are required to identify learning needs to allow the targeted development of learner-centered curricula. Methods: A multidisciplinary team attempted to determine the feasibility of conducting a Massive Online Needs Assessment (MONA) to assess the perceived and unperceived educational needs in thrombosis and bleeding. An open, online survey was launched via Google Forms and disseminated using the online educational resource CanadiEM.org and social media platforms Twitter and Facebook with the goal of reaching participants of the Free Open Access Medical education (FOAM) community. Curriculum, Tool, or Material: The survey was designed to identify knowledge gaps and contained demographic, free text, and multiple choice questions. It took individuals approximately 30 minutes to complete and was incentivized with entry into a draw for one of four $250 Amazon Gift cards. Feasibility was defined a priori as 150 responses from at least 4 specialties in 4 or more countries. This sample was deemed the minimum number required to identify knowledge gaps (defined as <50% correct answers). The survey was open from September 20 to December 10, 2016. We received 198 complete responses from 20 countries. Respondents included staff physicians (n=109), residents (n=46), medical students (n=29), nurses (n=8), paramedics (n=4), a pharmacist (n=1) and a physician assistant (n=1). The survey entry page hosted on CanadiEM.org received page views from 866 unique IP addresses. As such, a conservative approximation of the completion rate per unique viewer was 22% (198/866). Conclusion: It is feasible to use a MONA to collect data on the perceived and unperceived needs of an online community. Such needs assessments could be used to make online resources more learner-centered.

scholarly journals Financial Conflicts of Interest Among Emergency Medicine Contributors on Free Open Access Medical Education ( FOAM ed)

2019 ◽  
Vol 26 (7) ◽  
pp. 814-817 ◽  
Author(s):  
Joshua D. Niforatos ◽  
Lucas Lin ◽  
Jatin Narang ◽  
Anthony James ◽  
Andrew Singletary ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Open Access ◽  
Conflicts Of Interest ◽  
Financial Conflicts Of Interest

scholarly journals Free Open Access Med(ical edu)cation for critical care practitioners

2017 ◽  
Vol 18 (1) ◽  
pp. 2-7 ◽  
Author(s):  
Olusegun Olusanya ◽  
James Day ◽  
Justin Kirk-Bayley ◽  
Tamas Szakmany
Keyword(s):  
Internal Medicine ◽  
Emergency Medicine ◽  
Critical Care ◽  
Open Access ◽  
Health Professionals ◽  
Online Community ◽  
Daily Basis ◽  
Allied Health Professionals ◽  
Continual Professional Development ◽  
Video Material

Free Open Access Med(ical edu)cation refers to an online community of knowledge relating to medicine. Originating from practitioners in emergency medicine, it has since spread to critical care, internal medicine, prehospital medicine, paediatrics, and allied health professionals and continues to grow at an advanced rate. Weblogs (‘blog’ for short), emails, social media (in particular Twitter), recorded audio material ((podcasts), and video material are all produced on a daily basis and contribute to the continual professional development of trainees and consultants worldwide. In this article, we explain its background, rise to prominence, and explore some of its controversies.

scholarly journals P018: How to get your departmental web content to work for you: one department's experience with free open access medical education

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S69
Author(s):  
K. Chandra ◽  
D. Lewis ◽  
P. Atkinson
Keyword(s):  
Emergency Medicine ◽  
Social Media ◽  
Medical Education ◽  
Open Access ◽  
Medical Science ◽  
Educational Innovation ◽  
Web Content ◽  
Online Journal ◽  
Twitter Account ◽  
Website Content

Innovation Concept: Free open access medical education (FOAM) is a quickly growing field. While there is an abundance of resources online, and on social media, the quality of those resources should always be questioned and reviewed. Furthermore, as medical learners progress in their training, they become lead consumers and producers of FOAM. Our educational innovation concept was the introduction of two FOAM streams into our residency program to assist learners to produce their own content with mentorship from our emergency medicine faculty. Methods: Medical students and residents training in the emergency department were encouraged to submit content to either our department website in the form of a clinical PEARL, or a research paper to the departmental Cureus online journal. All website content was reviewed by an attending physician and all Cureus content was submitted for further peer review and publication if approved. All published content was shared on social media through our department's Twitter account. A select number of residents were also mentored in reviewing and editing FOAM content and publishing it to our departmental website. Curriculum, Tool or Material: sjrhem.ca is the Saint John Regional Hospital Department of Emergency Medicine's website. A portion of the website is dedicated to posts arising from departmental rounds, case reviews as well as posts from learners in the form of clinical PEARLS. They are designed as succinct and informative clinical summaries and allow learners to share their content to a wider audience online. Cureus.com is an online journal of medical science, with a dedicated Dalhousie Emergency Medicine Channel. The editors are local emergency medicine faculty and senior residents, while reviewers are independent. In the last year, the clinical pearls received 5672 views, and the Cureus channel received 1143 content views. Conclusion: Feedback from learners regarding publication of their own FOAM has been positive and has allowed them to share their content to a much wider audience through our Departmental Website, Cureus Channel and Twitter stream. Furthermore, we are helping to prepare residents to produce their own high quality content, allowing our FOAM program to grow.

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