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      Free Open Access Meducation (FOAM): the rise of emergency medicine and critical care blogs and podcasts (2002-2013).

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          Abstract

          Disruptive technologies are revolutionising continuing professional development in emergency medicine and critical care (EMCC). Data on EMCC blogs and podcasts were gathered prospectively from 2002 through November 2013. During this time there was a rapid expansion of EMCC websites, from two blogs and one podcast in 2002 to 141 blogs and 42 podcasts in 2013. This paper illustrates the explosive growth of EMCC websites and provides a foundation that will anchor future research in this burgeoning field.

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          Just imagine: new paradigms for medical education.

          Neil B. Mehta, Alan L Hull, James B. Young … (2013)
          For all its traditional successes, the current model of medical education in the United States and Canada is being challenged on issues of quality, throughput, and cost, a process that has exposed numerous shortcomings in its efforts to meet the needs of the nations' health care systems. A radical change in direction is required because the current path will not lead to a solution.The 2010 publication Educating Physicians: A Call for Reform of Medical School and Residency identifies several goals for improving the medical education system, and proposals have been made to reform medical education to meet these goals. Enacting these recommendations practically and efficiently, while training more health care providers at a lower cost, is challenging.To advance solutions, the authors review innovations that are disrupting higher education and describe a vision for using these to create a new model for competency-based, learner-centered medical education that can better meet the needs of the health care system while adhering to the spirit of the above proposals. These innovations include collaboration amongst medical schools to develop massive open online courses for didactic content; faculty working in small groups to leverage this online content in a "flipped-classroom" model; and digital badges for credentialing entrustable professional activities over the continuum of learning.
          Article 0 comments Cited 119 times – based on 0 reviews     Review now
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            Content of weblogs written by health professionals.

            Tara Lagu, Elinore J Kaufman, David A Asch … (2008)
            Medical weblogs ("blogs") have emerged as a new connection between health professionals and the public. To examine the scope and content of medical blogs and approximate how often blog authors commented about patients, violated patient privacy, or displayed a lack of professionalism. We defined medical blogs as those that contain some medical content and were apparently written by physicians or nurses. We used the Google search term "medical blog" to begin a modified snowball sampling method to identify sites posting entries from 1/1/06 through 12/14/06. We reviewed five entries per blog, categorizing content and characteristics. We identified 271 medical blogs. Over half (56.8%) of blog authors provided sufficient information in text or image to reveal their identities. Individual patients were described in 114 (42.1%) blogs. Patients were portrayed positively in 43 blogs (15.9%) and negatively in 48 blogs (17.7%). Of blogs that described interactions with individual patients, 45 (16.6%) included sufficient information for patients to identify their doctors or themselves. Three blogs showed recognizable photographic images of patients. Healthcare products were promoted, either by images or descriptions, in 31 (11.4%) blogs. Blogs are a growing part of the public face of the health professions. They offer physicians and nurses the opportunity to share their narratives. They also risk revealing confidential information or, in their tone or content, risk reflecting poorly on the blog authors and their professions. The health professions should assume some responsibility for helping authors and readers negotiate these challenges.
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              Social Media and Physician Learning

              Jan Greene (2013)
              Article 0 comments Cited 5 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (iso-abbrev): Emerg Med J
                Title: Emergency medicine journal : EMJ
                ISSN (Electronic): 1472-0213
                ISSN (Print): 1472-0205
                Publication date (Electronic): Oct 2014
                Volume: 31
                Issue: e1
                Affiliations
                [1 ] Department of Emergency Medicine, Sir Charles Gairdner Hospital, Perth, Western Australia, Australia.
                [2 ] Learning Laboratory and Division of Medical Simulation, Department of Emergency Medicine, Massachusetts General Hospital, Boston, Massachusetts, USA Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada MedEdLIFE.org Research Collaboration.
                [3 ] MedEdLIFE.org Research Collaboration Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada.
                [4 ] MedEdLIFE.org Research Collaboration Department of Emergency Medicine, University of California San Francisco, San Francisco, California, USA.
                Article
                Publisher Item ID: emermed-2013-203502
                DOI: 10.1136/emermed-2013-203502
                PubMed ID: 24554447
                SO-VID: 1199ee29-5a04-45ac-89a2-a84005dbe48a
                Copyright © Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.
                History

                Keywords: Education,Education, Teaching,Emergency Department,Intensive Care
                Data availability:
                Keywords: Education, Education, Teaching, Emergency Department, Intensive Care

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