Collections FOAMed


Free Open Access Medical EDucation #FOAMed #smacc
Kelly Lien, Alvin Chin, Anton Helman, Teresa M Chan
Introduction Podcasts and blog posts have gained popularity in Free Open Access Medical education (FOAM). Previous work suggests that podcasts may be useful for knowledge acquisition in undergraduate medical education. However, there remains a paucity of research comparing the two mediums. This study aims to investigate if there are differences in knowledge acquisition and usage conditions by medical students using podcasts and blog posts. Methods Medical students were randomized to either the podcast or blog post group...
January 15, 2018: Curēus
Neel Sharma, Iain Doherty, Chaoyan Dong
Technology enhanced learning (TEL) is now common practice in the field of medical education. One of the primary examples of its use is that of high fidelity simulation and computerised mannequins. Further examples include online learning modules, electronic portfolios, virtual patient interactions, massive open online courses and the flipped classroom movement. The rise of TEL has occurred primarily due to the ease of internet access enabling the retrieval and sharing of information in an instant. Furthermore, the compact nature of internet ready devices such as smartphones and laptops has meant that access to information can occur anytime and anywhere...
September 2017: Ulster Medical Journal
Jed Wolpaw, Serkan Toy
BACKGROUND: Podcasts have become an integral part of Free Open Access Medical education. After only 1 year since launching the Anesthesia and Critical Care Reviews and Commentary (ACCRAC) podcast, more than 7000 people were listening to unique content monthly. The study goal was to capture the listeners' views of their use of educational podcasts in general and of the ACCRAC podcast in particular. METHODS: After institutional review board exempt status was obtained, a request was posted on the ACCRAC site inviting users to participate in an anonymous survey...
2018: Journal of Education in Perioperative Medicine: JEPM
Robert Stuntz, Robert Clontz
STUDY OBJECTIVE: Emergency physicians are using free open access medical education (FOAM) resources at an increasing rate. The extent to which FOAM resources cover the breadth of emergency medicine core content is unknown. We hypothesize that the content of FOAM resources does not provide comprehensive or balanced coverage of the scope of knowledge necessary for emergency medicine providers. Our objective is to quantify emergency medicine core content covered by FOAM resources and identify the predominant FOAM topics...
May 2016: Annals of Emergency Medicine
Terrie Vasilopoulos, Destiny F Chau, Meriem Bensalem-Owen, Jean E Cibula, Brenda G Fahy
BACKGROUND: There is continued interest in using technology to enhance medical education and the variables that may affect its success. METHODS: Anesthesiology residents and fourth-year medical students participated in an electroencephalography (EEG) educational video podcast module. A 25-item evaluation tool was administered before any EEG education was provided (baseline), and the podcast was then viewed. Another 25-item evaluation tool was administered after podcast viewing (after podcast)...
September 2015: Anesthesia and Analgesia
Brent Thoma, Nikita Joshi, N Seth Trueger, Teresa M Chan, Michelle Lin
No abstract text is available yet for this article.
October 2014: Annals of Emergency Medicine
Teresa M Chan, Hans Rosenberg, Michelle Lin
From January 20 to 24, 2014, Annals continued a successful collaboration with an academic Web site, Academic Life in Emergency Medicine (ALiEM), to host another Global Emergency Medicine Journal Club session featuring the 2013 Journal of the American Medical Association article "Clinical Decision Rules to Rule Out Subarachnoid Hemorrhage for Acute Headache" by Perry et al. This online journal club used the power of rapid Twitter conversations, a live videocast with the authors, and more detailed discussions hosted on the ALiEM Web site's comment section...
July 2014: Annals of Emergency Medicine
Kevin R Scott, Cindy H Hsu, Nicholas J Johnson, Mira Mamtani, Lauren W Conlon, Francis J DeRoos
No abstract text is available yet for this article.
October 2014: Annals of Emergency Medicine
Lisa R Stoneking, Kristi H Grall, Alice Min, Bradley Dreifuss, Karen C Spear Ellinwood
BACKGROUND: The Residency Review Committee for Emergency Medicine mandates conference participation, but tracking attendance is difficult and fraught with errors. Feedback on didactic sessions, if not collected in real time, is challenging to obtain. OBJECTIVE: We assessed whether an audience response system (ARS) would (1) encourage residents to arrive on time for lectures, and (2) increase anonymous real-time audience feedback. METHODS: The ARS (Poll Everywhere) provided date/time-stamped responses to polls from residents, including a question to verify attendance and questions to gather immediate, anonymous postconference evaluations...
June 2014: Journal of Graduate Medical Education
Rory Spiegel, Michelle Johnston, Tor Ercleve, Christopher P Nickson
No abstract text is available yet for this article.
June 2014: Emergency Medicine Australasia: EMA
Benjamin E Schreiber, Junaid Fukuta, Fabiana Gordon
BACKGROUND: Information technology is finding an increasing role in the training of medical students. We compared information recall and student experience and preference after live lectures and video podcasts in undergraduate medical education. METHODS: We performed a crossover randomised controlled trial. 100 students were randomised to live lecture or video podcast for one clinical topic. Live lectures were given by the same instructor as the narrator of the video podcasts...
October 8, 2010: BMC Medical Education
Karen S Abate
AIM: This pilot study sought to evaluate the effectiveness of academic podcasts in promoting knowledge retention and application in nursing students. BACKGROUND: Nursing education no longer simply occurs in a fixed location or time. Computer-enhanced mobile learning technologies, such as academic podcasts, must be grounded in pedagogically sound characteristics to ensure effective implementation and learning in nursing education. METHOD: A convenience sample of 35 female undergraduate nursing students was randomized into three groups: a traditional face-to-face lecture group, an unsegmented (non-stop) podcast lecture group, and a segmented podcast lecture group...
2013: Nursing Education Perspectives
Yossi Rosman, Arik Eisenkraft, Nadav Milk, Arthur Shiyovich, Nimrod Ophir, Shai Shrot, Yitshak Kreiss, Michael Kassirer
On the night of 21 August 2013, sarin was dispersed in the eastern outskirts of Damascus, killing 1400 civilians and severely affecting thousands more. This article aims to delineate the clinical presentation and management of a mass casualty event caused by a nerve agent as shown in the social media. Authors searched YouTube for videos uploaded of this attack and identified 210 videos. Of these, 67 met inclusion criteria and were evaluated in the final analysis.These videos displayed 130 casualties; 119 (91...
May 6, 2014: Annals of Internal Medicine
Shiv M Gaglani, M Ryan Haynes
No abstract text is available yet for this article.
May 6, 2014: Annals of Internal Medicine
Sandra M Schneider
No abstract text is available yet for this article.
May 2014: Annals of Emergency Medicine
Nicholas E Boxall
No abstract text is available yet for this article.
July 2014: Emergency Medicine Journal: EMJ
Justin L Lockman, Alan Jay Schwartz
No abstract text is available yet for this article.
June 2014: Anesthesiology
Christine S Park, Ljuba Stojiljkovic, Biljana Milicic, Brian F Lin, Itiel E Dror
INTRODUCTION: Training-induced cognitive bias may affect performance. Using a simulation-based emergency airway curriculum, we tested the hypothesis that curriculum design would induce bias and affect decision making. METHODS: Twenty-three novice anesthesiology residents were randomized into 2 groups. The primary outcome measure was the initiation of supraglottic airway and cricothyroidotomy techniques in a simulated cannot-ventilate, cannot-intubate scenario during 3 evaluation sessions...
April 2014: Simulation in Healthcare: Journal of the Society for Simulation in Healthcare
Adam C Powell, Adam B Landman, David W Bates
No abstract text is available yet for this article.
May 14, 2014: JAMA
Robbert Duvivier, Renée Stalmeijer, Jan van Dalen, Cees van der Vleuten, Albert Scherpbier
BACKGROUND: Hospital clerkships are considered crucial for acquiring competencies such as diagnostic reasoning and clinical skills. The actual learning process in the hospital remains poorly understood. This study investigates how students learn clinical skills in workplaces and factors affecting this. METHODS: Six focus group sessions with 32 students in Internal Medicine rotation (4-9 students per group; sessions 80-90 minutes). Verbatim transcripts were analysed by emerging themes and coded independently by three researchers followed by constant comparison and axial coding...
March 28, 2014: BMC Medical Education
2014-04-02 10:39:05
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