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Thinking Critically About Appraising FOAM

2019; Wiley; Volume: 3; Issue: 4 Linguagem: Inglês

10.1002/aet2.10352

2472-5390

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

Radiology practices and education

AEM Education and TrainingVolume 3, Issue 4 p. 398-402 Commentary—Invited Thinking Critically About Appraising FOAM Teresa M. Chan MD, MHPE, Corresponding Author Teresa M. Chan MD, MHPE [email protected] orcid.org/0000-0001-6104-462X Department of Medicine, Division of Emergency Medicine, McMaster University, and the McMaster Education Research, Innovation, and Theory Program, Hamilton, Ontario, CanadaAddress for correspondence and reprints: Teresa M. Chan, MD, MHPE; e-mail: [email protected].Search for more papers by this authorAnuja Bhalerao MD Candidate, Anuja Bhalerao MD Candidate School of Medicine, University of Toronto, Toronto, Ontario, CanadaSearch for more papers by this authorBrent Thoma MD, MA, MSc, Brent Thoma MD, MA, MSc orcid.org/0000-0003-1124-5786 Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, CanadaSearch for more papers by this authorN. Seth Trueger MD, MPH, N. Seth Trueger MD, MPH orcid.org/0000-0001-8797-2192 Department of Emergency Medicine, Northwestern University, Chicago, ILSearch for more papers by this authorAndrew Grock MD, Andrew Grock MD Division of Emergency Medicine, Greater Los Angeles VA Healthcare System, and the Department of Emergency Medicine, David Geffen School of Medicine, UCLA, Los Angeles, CASearch for more papers by this author Teresa M. Chan MD, MHPE, Corresponding Author Teresa M. Chan MD, MHPE [email protected] orcid.org/0000-0001-6104-462X Department of Medicine, Division of Emergency Medicine, McMaster University, and the McMaster Education Research, Innovation, and Theory Program, Hamilton, Ontario, CanadaAddress for correspondence and reprints: Teresa M. Chan, MD, MHPE; e-mail: [email protected].Search for more papers by this authorAnuja Bhalerao MD Candidate, Anuja Bhalerao MD Candidate School of Medicine, University of Toronto, Toronto, Ontario, CanadaSearch for more papers by this authorBrent Thoma MD, MA, MSc, Brent Thoma MD, MA, MSc orcid.org/0000-0003-1124-5786 Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, CanadaSearch for more papers by this authorN. Seth Trueger MD, MPH, N. Seth Trueger MD, MPH orcid.org/0000-0001-8797-2192 Department of Emergency Medicine, Northwestern University, Chicago, ILSearch for more papers by this authorAndrew Grock MD, Andrew Grock MD Division of Emergency Medicine, Greater Los Angeles VA Healthcare System, and the Department of Emergency Medicine, David Geffen School of Medicine, UCLA, Los Angeles, CASearch for more papers by this author First published: 23 April 2019 https://doi.org/10.1002/aet2.10352Citations: 9 AB reports salary support from the Society for Academic Emergency Medicine (SAEM) for her work on this project. TMC hold grants from the Physician Services Incorporated Foundation for work on social media knowledge translation. NST receives salary support from the American Medical Association for his role as Digital Media Editor, JAMA Network Open. The authors have no relevant financial information or potential conflicts to disclose. Related articles appear on pages 375 and 396. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References 1Munz N, Chen E. Embracing FOAM as an academic community. AEM Educ Train 2019; 3: 000– 00. 2Grock A, Bhalerao A, Chan TM, Thoma B, Trueger NS. Systematic Online Academic Resource (SOAR) review: renal and genitourinary. AEM Educ Train 2019; 3: 000– 00. 3Rogers EM. Diffusion of Innovations. 4th ed. New York, NY: The Free Press, A Division of Simon & Schuster Inc., 1995. 4Kim WC, Mauborgne R. Blue Ocean Shift: Beyond Competing-Proven Steps to Inspire Confidence and Seize New Growth. New York: Hachette Books, 2017. 5Nickson CP, Cadogan MD. Free open access medical education (FOAM) for the emergency physician. Emerg Med Australas 2014; 26: 76– 83. 6Mallin M, Schlein S, Doctor S, Stroud S, Dawson M, Fix M. A survey of the current utilization of asynchronous education among emergency medicine residents in the United States. Acad Med J Assoc Am Med Coll 2014; 89: 598– 601. 7Thurtle N, Banks C, Cox M, Pain T, Furyk J. Free open access medical education resource knowledge and utilisation amongst emergency medicine trainees: a survey in four countries. African J Emerg Med 2016; 6: 12– 7. 8Purdy E, Thoma B, Bednarczyk J, Migneault D, Sherbino J. The use of free online educational resources by Canadian emergency medicine residents and program directors. CJEM 2015; 1717: 101– 6. 9Thoma B, Chan T, Benitez J, Lin M. Educational scholarship in the digital age: a scoping review and analysis of scholarly products. The Winnower 2014; 1(e141827.77297): 1– 13. 10Thoma B, Chan T, Desouza N, Lin M. Implementing peer review at an emergency medicine blog: bridging the gap between educators and clinical experts. CJEM 2015; 17: 188– 91. 11Sidalak D, Purdy E, Luckett-Gatopoulos S, Murray H, Thoma B, Chan TM. Coached peer review: developing the next generation of authors. Acad Med 2017; 92: 201– 4. 12Ting DK, Thoma B, Luckett-Gatopoulos S, et al. CanadiEM: accessing a virtual community of practice to create a Canadian national medical education institution. AEM Educ Train 2019; 3: 86– 91. 13Chan TM, Thoma B, Radecki R, et al. Ten steps for setting up an online journal club. J Contin Educ Health Prof 2015; 35: 1484– 54. 14Lin M, Joshi N, Hayes BD, Chan TM. Accelerating knowledge translation: reflections from the online ALiEM-Annals Global Emergency Medicine Journal Club Experience. Ann Emerg Med 2017; 69: 469– 74. 15Roberts MJ, Perera M, Lawrentschuk N, Romanic D, Papa N, Bolton D. Globalization of continuing professional development by journal clubs via microblogging: a systematic review. J Med Internet Res 2015; 17: e103. 16 The METRIQ Study Research Agenda. Available at: https://metriqstudy.org/research-agenda/. Accessed May 7, 2019. 17Cadogan M, Thoma B, Chan TM, Lin M. Free Open Access Meducation (FOAM): the rise of emergency medicine and critical care blogs and podcasts (2002-2013). Emerg Med J 2014; 31: e76– 7. 18Thoma B, Sanders JL, Lin M, Paterson QS, Steeg J, Chan TM. The Social Media Index: measuring the impact of emergency medicine and critical care websites. West J Emerg Med 2015; 16: 242– 9. 19Thoma B, Chan TM, Kapur P, et al. The Social Media Index as an indicator of quality for emergency medicine blogs: a METRIQ study. Ann Emerg Med 2018; 72: 696– 702. 20Chan TM, Grock A, Paddock M, Kulasegaram K, Yarris LM, Lin M. Examining Reliability and Validity of an Online Score (ALiEM AIR) for rating free open access medical education resources. Ann Emerg Med 2016; 68: 729– 35. 21Chan TM, Thoma B, Krishnan K, et al. Derivation of two critical appraisal scores for trainees to evaluate online educational resources: a METRIQ study. West J Emerg Med 2016; 17: 574– 84. 22Colmers IN, Paterson QS, Lin M, Thoma B, Chan TM. The quality checklists for medical education blogs and podcasts. The Winnower. 2015. https://doi.org/10.15200/winn.144720.08769 23Weingart S. Why EMCrit is opting out of the social media index. Soundcloud. Available at: https://soundcloud.com/emcrit/why-emcrit-is-opting-out-of. Accessed May 7, 2019. 24Carley S. The Social Media Index (SMi): Can & should we measure #FOAMed? Available at: http://www.stemlynsblog.org/the-social-media-index-smi-is-it-flawed/. Accessed May 7, 2019. 25Thoma B, Sebok-Syer SS, Krishnan K, et al. Individual gestalt is unreliable for the evaluation of quality in medical education blogs: a METRIQ study. Ann Emerg Med 2017; 70: 394– 401. 26Krishnan K, Thoma B, Trueger NS, Lin M, Chan TM. Gestalt assessment of online educational resources may not be sufficiently reliable and consistent. Perspect Med Educ 2017; 6: 91– 8. 27Paterson QS, Thoma B, Milne WK, Lin M, Chan TM. A systematic review and qualitative analysis to determine quality indicators forhealth professions education blogs and podcasts. J Grad Med Educ 2015; 7: 549– 54. 28Thoma B, Chan TM, Paterson QS, Milne WK, Sanders JL, Lin M. Emergency medicine and critical care blogs and podcasts: establishing an international consensus on quality. Ann Emerg Med 2015c; 66: 396– 402. 29Lin M, Thoma B, Trueger NS, Ankel F, Sherbino J, Chan T. Quality indicators for blogs and podcasts used in medical education: modified Delphi consensus recommendations by an international cohort of health professions educators. Postgrad Med J 2015; 91: 546– 50. 30Grock A. New AIR Series: ALiEM Approved Instructional Resources. Academic Life in Emergency Medicine. Available at: https://www.aliem.com/aliem-approved-instructional-resources-air-series/. Accessed May 7, 2019. 31Thoma B, Paddock M, Purdy E, et al. Leveraging a virtual community of practice to participate in a survey-based study: a description of the METRIQ study methodology. AEM Educ Train 2017; 2: 110– 3. 32Chan T, Trueger NS, Roland D, Thoma B. Evidence-based medicine in the era of social media: scholarly engagement through participation and online interaction. Can J Emerg Med 2018; 20: 3– 8. 33Chan TM, Stukus D, Leppink J, et al. Social media and the 21st-century scholar: how you can harness social media to amplify your career. J Am Coll Radiol 2017; 15: 142– 8. 34Bigham BL, Chan TM. Going viral and interacting with the press. J Am Coll Radiol 2018; 15: 153– 4. 35Thoma B, Murray H, Huang SY, et al. The impact of social media promotion with infographics and podcasts on research dissemination and readership. Can J Emerg Med 2018; 20: 300– 6. 36Huang S, Martin LJ, Yeh CH, et al. The effect of an infographic promotion on research dissemination and readership: a randomized controlled trial. Can J Emerg Med 2018; 20: 826– 33. 37Thoma B, Joshi N, Trueger NS, Chan TM, Lin M. Five strategies to effectively use online resources in emergency medicine. Ann Emerg Med 2014; 64: 392– 5. 38Lo A, Shappell E, Rosenberg H, et al. Four strategies to find, evaluate, and engage with online resources in emergency medicine. CJEM 2018; 20: 293– 9. 39Tilburt JC, Allyse M. Hafferty FW. The case of Dr. Oz: ethics, evidence, and does professional self-regulation work? AMA J Ethics 2017; 19: 199– 206. 40Trueger NS. Yelp, but for blogs? Ann Emerg Med 2016; 68: 736– 7. 41Thoma B, Sebok-Syer SS, Colmers-Gray I, et al. Quality evaluation scores are no more reliable than gestalt in evaluating the quality of emergency medicine blogs: a METRIQ study. Teach Learn Med 2018c; 30: 294– 302. 42Colmers-Gray I, Krishnan K, Chan TM, Trueger NM, Paddock M, Grock A, Zaver FT. P022: the revised METRIQ Score: an international, social-media based usability analysis of a quality evaluation instrument for medical education blogs. Can J Emerg Med 2018; 20(Suppl 1): S64. 43Luckett-Gatopoulos S. “Rosen's on the causes of metabolic alkalosis. …or did I just have a stroke? #PGWHY5” [Tweet]. Twitter. Available at: https://twitter.com/SLuckettG/status/1102728960490852353?s=20. Accessed March 4, 2019. 44Bazak SJ, Sherbino J, Upadhye S, Chan T. Ascertaining top evidence in emergency medicine : a modified Delphi study. CJEM 2019; 21: 291– 5. 45Chan TM, Jo D, Shih AW, et al. The Massive Online Needs Assessment (MONA) to inform the development of an emergency haematology educational blog series. Perspect Med Educ 2018; 7: 219– 23. 46Tseng EK, Jo D, Shih AW, de Wit K, Chan TM. Window to the unknown : using storytelling to identify learning needs for the intrinsic competencies within an online needs assessment. AEM Educ Train 2019; 3: 179– 87. 47Khan T, Chan TM. Intrinsic CanMEDS competencies expected of medical students during emergency medicine core rotation: a needs assessment. Cureus 2018; 10: e3316. 48Cabrera D, Vartabedian BS, Spinner RJ, Jordan BL, Aase LA, Timimi FK. More than likes and tweets: creating social media portfolios for academic promotion and tenure. J Grad Med Educ 2017; 9: 421– 5. 49Sherbino J, Arora VM, Van Melle E, Rogers R, Frank JR, Holmboe ES. Criteria for social media-based scholarship in health professions education. Postgrad Med J 2015; 91: 551– 5. 50Cabrera D. Mayo Clinic includes Social Media Scholarship Activities in Academic Advancement. MCSMN Blog. 2016. Available at: https://socialmedia.mayoclinic.org/discussion/mayo-clinic-includes-social-media-scholarship-activities-in-academic-advancement/. Accessed June 5, 2016. Citing Literature Volume3, Issue4October 2019Pages 398-402 ReferencesRelatedInformation