Search

Author(s): Zaver, Fareen; Craddick, Michael; Sanford, Audrey; Sefa, Nana; Hughes, George; Lin, Michelle | Abstract: Introduction: The WestJEM Blog and Podcast Watch presents high-quality open-access educationalblogs and podcasts in emergency medicine based on the ongoing Academic Life in Emergency Medicine(ALiEM) Approved Instructional Resources (AIR) and AIR-Professional (Pro) series. Both series criticallyappraise open-access educational blogs and podcasts in EM using an objective scoring instrument. Thisinstallment of the blog and podcast watch series curated and scored relevant posts in the specific topic oftoxicology emergencies from the AIR-Pro Series.Methods: The AIR-Pro Series is a continuously building curriculum covering a new subject area everytwo months. For each area, eight EM chief residents identify 3-5 advanced clinical questions. UsingFOAMsearch.net and FOAMSearcher to search blogs and podcasts, relevant posts are scored byeight reviewers from the AIR-Pro editorial board, which is comprised of EM faculty and chief residentsat various institutions across North America. The scoring instrument contains five measurementoutcomes based on seven-point Likert scales: recency, accuracy, educational utility, evidence based,and references. The AIR-Pro label is awarded to posts with a score of ≥28 (out of 35) points. An“honorable mention” label is awarded if board members collectively felt that the blogs were valuableand the scores were g 25.Results: A total of 31 blog posts and podcasts were included. Key educational pearls from the six highqualityAIR-Pro posts and four honorable mentions are summarized.Conclusion: The WestJEM ALiEM Blog and Podcast Watch series is based on the AIR and AIR-ProSeries, which attempts to identify high-quality educational content on open-access blogs and podcasts.This series provides an expert-based, crowdsourced approach towards critically appraising educationalsocial media content for EM clinicians. This installment focuses on toxicology emergencies.

ALiEM EM Match Advice is a web series hosted on the Academic Life in Emergency Medicine website. The intended audience includes senior medical students seeking a residency in emergency medicine (EM) and the faculty members who advise them. Each episode features a panel of three EM program directors who discuss a critical step in the residency application process. This article serves as a user’s guide to the series, including a timeline for viewing each episode, brief summaries of the panel discussions, and reflection questions for discussion between students and their faculty advisors.

Introduction: Peer review, a cornerstone of academia, promotes rigor and relevance in scientificpublishing. As educators are encouraged to adopt a more scholarly approach to medical education,peer review is becoming increasingly important. Junior educators both receive the reviews of theirpeers, and are also asked to participate as reviewers themselves. As such, it is imperative for juniorclinician educators to be well-versed in the art of peer reviewing their colleagues’ work. In thisarticle, our goal was to identify and summarize key papers that may be helpful for faculty membersinterested in learning more about the peer-review process and how to improve their reviewing skills. Methods: The online discussions of the 2016-17 Academic Life in Emergency Medicine (ALiEM)Faculty Incubator program included a robust discussion about peer review, which highlighted anumber of papers on that topic. We sought to augment this list with further suggestions by guestexperts and by an open call on Twitter for other important papers. Via this process, we created a listof 24 total papers on the topic of peer review. After gathering these papers, our authorship groupengaged in a consensus-building process incorporating Delphi methods to identify the papers thatbest described peer review, and also highlighted important tips for new reviewers. Results: We found and reviewed 24 papers. In our results section, we present our authorshipgroup’s top five most highly rated papers on the topic of peer review. We also summarize thesepapers with respect to their relevance to junior faculty members and to faculty developers. Conclusion: We present five key papers on peer review that can be used for faculty development fornovice writers and reviewers. These papers represent a mix of foundational and explanatory papersthat may provide some basis from which junior faculty members might build upon as they both undergothe peer-review process and act as reviewers in turn.

Introduction: The WestJEM Blog and Podcast Watch presents high quality open access educational blogs and podcasts in emergency medicine (EM) based on the ongoing ALiEM Approved Instructional Resources (AIR) and AIR-Professional series. Both series critically appraise resources using an objective scoring rubric. This installment of the Blog and Podcast Watch highlights the topic of orthopedic emergencies from the AIR series. Methods: The AIR series is a continuously building curriculum which follows the Council of Emergency Medicine Residency Director’s (CORD) annual testing schedule. For each module, relevant content is collected from the top 50 Social Media Index sites published within the previous 12 months, and scored by 8 board members using 5 equally weighted measurement outcomes: Best Evidence in Emergency Medicine (BEEM) score, accuracy, educational utility, evidence based, and references. Resources scoring ≥30 out of 35 available points receive an AIR label. Resources scoring 27-29 receive an Honorable Mention label, if the executive board agrees that the post is accurate and educationally valuable. Results: A total of 87 blog posts and podcasts were evaluated. Key educational pearls from the 3 AIR posts and the 14 Honorable Mentions are summarized. Conclusion: The WestJEM Blog and Podcast Watch series is based on the AIR and AIR-Pro series, which attempts to identify high quality educational content on open-access blogs and podcasts. This series provides an expert-based, post-publication curation of educational social media content for EM clinicians with this installment focusing on orthopedic emergencies.

Introduction Team collaboration is an essential part of success both within academics and the clinical environment. Often, team collaboration is not taught during medical school or even residency and must be learned during one’s postgraduate career. In this article, we aim to summarize five key papers about team collaboration for early career clinician educators. Methods We conducted a consensus building process amongst the writing team to generate a list of key papers that describe the importance or significance of team collaboration, seeking input from social media sources. The authors then used a three-round voting methodology akin to a Delphi study to determine the most important papers from the general list. Results The five most important papers on the topic of team collaboration, as determined by this mixed group of junior faculty members and faculty developers, is presented in this paper. For each included publication, a summary was provided along with its relevance to junior faculty members and faculty developers. Conclusion Five key papers about team collaboration are presented in this paper. These papers provide a foundational background to help junior faculty members with collaborating in teams both clinically and academically. This list may also inform senior faculty and faculty developers about the needs of junior faculty members.

Introduction: The Academic Life in Emergency Medicine (ALiEM) Blog and Podcast Watch presents high quality open access educational blogs and podcasts in emergency medicine (EM) based on the ongoing ALiEM Approved Instructional Resources (AIR) and AIR-Professional series. Both series critically appraise resources using an objective scoring rubric. This installment of the Blog and Podcast Watch highlights the topic of cutaneous emergencies from the AIR series. Methods: The AIR series is a continuously building curriculum which follows the Council of Emergency Medicine Residency Director’s (CORD) annual testing schedule. For each module, relevant content is collected from the top 50 Social Media Index sites published within the previous 12 months and scored by 8 board members using 5 equally weighted measurement outcomes: Best Evidence in Emergency Medicine (BEEM) score, accuracy, educational utility, evidence based, and references. Resources scoring ≥30 out of 35 available points receive an AIR label. Resources scoring 27-29 receive an Honorable Mention label, if the editorial board agrees that the post is accurate and educationally valuable. Results: A total of 35 blog posts and podcasts were evaluated. None scored ≥30 points necessary for the AIR label, although 4 Honorable Mention posts were identified. Key educational pearls from these Honorable Mention posts are summarized. Conclusion: The WestJEM ALiEM Blog and Podcast Watch series is based on the AIR and AIR-Pro series, which attempts to identify high quality educational content on open-access blogs and podcasts. This series provides an expert-based, post-publication curation of educational social media content for EM clinicians with this installment focusing on cutaneous emergencies.

Introduction: The Academic Life in Emergency Medicine (ALiEM) Blog and Podcast Watch presents high quality open access educational blogs and podcasts in emergency medicine (EM) based on the ongoing ALiEM Approved Instructional Resources (AIR) and AIR-Professional series. Both series critically appraise resources using an objective scoring rubric. This installment of the Blog and Podcast Watch highlights the topic of neurologic emergencies from the AIR series. Methods: The AIR series is a continuously building curriculum which follows the Council of Emergency Medicine Residency Director’s (CORD) annual testing schedule. For each module, relevant content is collected from the top 50 Social Media Index sites published within the previous 12 months, and scored by 8 board members using 5 equally weighted measurement outcomes: Best Evidence in Emergency Medicine (BEEM) score, accuracy, educational utility, evidence based, and references. Resources scoring ≥30 out of 35 available points receive an AIR label. Resources scoring 27-29 receive an Honorable Mention label, if the executive board agrees that the post is accurate and educationally valuable. Results: A total of 125 blog posts and podcasts were evaluated. Key educational pearls from the 14 AIR posts are summarized, and the 20 Honorable Mentions are listed. Conclusion: The WestJEM ALiEM Blog and Podcast Watch series is based on the AIR and AIR-Pro series, which attempts to identify high quality educational content on open-access blogs and podcasts. This series provides an expert-based, post-publication curation of educational social media content for EM clinicians with this installment focusing on neurologic emergencies.

Author(s): Chan, MD, MHPE, Teresa M.; Gottlieb, MD, Michael; Fant, MD, MS, Abra L.; Messman, MD, Anne; Robinson, MD, Daniel W.; Cooney, MD, Robert R.; Papanagnou, MD, MPH, Dimitri; Yarris, MD, MCR, Lalena M. | Abstract: Introduction: Scholarship is an essential part of academic success. Junior faculty members are often unfamiliar with the grounding literature that defines educational scholarship. In this article, the authors aim to summarize five key papers outlining scholarship in the setting of academic contributions for emerging clinician educators. Methods: The authors conducted a consensus-building process to generate a list of key papers that describe the importance and significance of academic scholarship, informed by social media sources. We then used a three-round voting methodology, akin to a Delphi study, to determine the papers with the most impact. Results: A summary of the five most important papers on the topic domain of academic scholarship, as determined by this mixed group of junior faculty members and faculty developers, is presented in this paper. We subsequently wrote a summary of these five papers and their relevance to junior faculty members and faculty developers, as well. Conclusion: Five papers on educational scholarship, deemed essential by the authors’ consensus process, are presented in this paper. These papers may help provide the foundational background to help junior faculty members gain a grasp of the academic scholarly environment. This list may also inform senior faculty and faculty developers on the needs of junior faculty members in the nascent stages of their careers. [West JEmerg Med. 2016;17(5)519-526.]

Introduction: A proper understanding of study design is essential to creating successful studies. This is also important when reading or peer reviewing publications. In this article, we aimed to identify and summarize key papers that would be helpful for faculty members interested in learning more about study design in medical education research. Methods: The online discussions of the 2016-2017 Academic Life in Emergency Medicine Faculty Incubator program included a robust and vigorous discussion about education study design, which highlighted a number of papers on that topic. We augmented this list of papers with further suggestions by expert mentors. Via this process, we created a list of 29 papers in total on the topic of medical education study design. After gathering these papers, our authorship group engaged in a modified Delphi approach to build consensus on the papers that were most valuable for the understanding of proper study design in medical education. Results: We selected the top five most highly rated papers on the topic domain of study design as determined by our study group. We subsequently summarized these papers with respect to their relevance to junior faculty members and to faculty developers. Conclusion: This article summarizes five key papers addressing study design in medical education with discussions and applications for junior faculty members and faculty developers. These papers provide a basis upon which junior faculty members might build for developing and analyzing studies.

Introduction: Many teachers adopt instructional methods based on assumptions of best practices without attention to or knowledge of supporting education theory. Familiarity with a variety of theories informs education that is efficient, strategic, and evidence-based. As part of the Academic Life in Emergency Medicine Faculty Incubator Program a list of key education theories for junior faculty was developed. Methods: A list of key papers on theories relevant to medical education was generated using an expert panel, a virtual community of practice synthetic discussion, and a social media call for resources. A three-round, Delphi-informed voting methodology including novice and expert educators produced a rank order of the top papers. Results: Thirty-four unique papers were identified. Eleven papers described general theories, while 23 papers focused on a specific theory. The top three ranked general education theories and top five ranked specific education theory papers are summarized. The relevance of each paper for junior faculty and faculty developers is also presented. Conclusion: This paper presents a reading list of key papers for junior faculty in medical education roles. Three papers about general education theories and five papers about specific educational theories are identified and annotated. These papers may help provide foundational knowledge in education theory to inform junior faculty teaching practice.

Introduction: Modern learners have immediate, unlimited access to a wide variety of onlineresources. To appeal to this current generation of learners, educators must embrace the useof technology. However, educators must balance newer, novel technologies with traditionalmethods to achieve the best learning outcomes. Therefore, we aimed to review several papersuseful for faculty members wishing to incorporate technology into instructional design. Methods: We identified a broad list of papers relevant to teaching and lea rning with technologywithin the online discussions of the Academic Life in Emergency Medicine (ALiEM) FacultyIncubator. This list was augmented with suggestions by a guest expert (BT) and an open callon Twitter (tagged with the #meded and #FOAMed hashtags) yielding 24 papers. We thenconducted a modified three-round Delphi process within the autho rship group, including juniorand senior faculty members, to identify the most impactful papers. Results: We pared the list of 24 papers to five that were most highly rate d. Two were researchpapers and three were commentaries or editorials. The authorship group reviewed andsummarized these papers with specific consideration to their val ue to junior educators andfaculty developers. Conclusion: This is a key reading list for junior faculty members and faculty developersinterested in teaching with technology. The commentary contextualizes the importance of thesepapers for medical educators, to optimize use of technology in their teaching or incorporate intofaculty development.

Introduction: Competency-based medical education (CBME) presents a paradigm shift in medicaltraining. This outcome-based education movement has triggered substantive changes across the globe.Since this transition is only beginning, many faculty members may not have experience with CBMEnor a solid foundation in the grounding literature. We identify and summarize key papers to help facultymembers learn more about CBME. Methods: Based on the online discussions of the 2016-2017 ALiEM Faculty Incubator program, a seriesof papers on the topic of CBME was developed. Augmenting this list with suggestions by a guest expertand by an open call on Twitter for other important papers, we were able to generate a list of 21 papers intotal. Subsequently, we used a modified Delphi study methodology to narrow the list to key papers thatdescribe the importance and significance for educators interested in learning about CBME. To determinethe most impactful papers, the mixed junior and senior faculty authorship group used three-round votingmethodology based upon the Delphi method. Results: Summaries of the five most highly rated papers on the topic of CBME, as determined by thismodified Delphi approach, are presented in this paper. Major themes include a definition of core CBMEthemes, CBME principles to consider in the design of curricula, a history of the development of the CBMEmovement, and a rationale for changes to accreditation with CBME. The application of the study findingsto junior faculty and faculty developers is discussed. Conclusion: We present five key papers on CBME that junior faculty members and faculty expertsidentified as essential to faculty development. These papers are a mix of foundational and explanatorypapers that may provide a basis from which junior faculty members may build upon as they help toimplement CBME programs.

Author(s): Zaver, MD, Fareen; Hansen, MD, Michael; Leibner, MD, PhD, Evan; Little, DO, Andrew; Lin, MD, Michelle | Abstract: Introduction: By critically appraising open access, educational blogs and podcasts in emergency medicine (EM) using an objective scoring instrument, this installment of the ALiEM (Academic Life in Emergency Medicine) Blog and Podcast Watch series curated and scored relevant posts in the specific areas of pediatric EM. Methods: The Approved Instructional Resources – Professional (AIR-Pro) series is a continuously building curriculum covering a new subject area every two months. For each area, six EM chief residents identify 3-5 advanced clinical questions. Using FOAMsearch.net to search blogs and podcasts, relevant posts are scored by eight reviewers from the AIR-Pro Board, which is comprised of EM faculty and chief residents at various institutions. The scoring instrument contains five measurement outcomes based on 7-point Likert scales: recency, accuracy, educational utility, evidence based, and references. The AIR-Pro label is awarded to posts with a score of ≥26 (out of 35) points. An “Honorable Mention” label is awarded if Board members collectively felt that the posts were valuable and the scores were g 20. Results: We included a total of 41 blog posts and podcasts. Key educational pearls from the 10 high quality AIR-Pro posts and four Honorable Mentions are summarized. Conclusion: The WestJEM ALiEM Blog and Podcast Watch series is based on the AIR and AIR-Pro series, which attempts to identify high quality educational content on open-access blogs and podcasts. Until more objective quality indicators are developed for learners and educators, this series provides an expert-based, crowdsourced approach towards critically appraising educational social media content for EM clinicians. [West J Emerg Med. 2016;17(5)513-518.]