Background

Objective

Methods

Results

Conclusions

Background

Objective

Methods

Results

Conclusions

Background

Objective

Methods

Results

Conclusions

Introduction: Educational podcasts are used by emergency medicine (EM) trainees to supplementclinical learning and to foster a sense of connection to broader physician communities. Yet residents reportdifficulties remembering what they learned from listening, and the features of podcasts that residents findmost effective for learning remain poorly understood. Therefore, we sought to explore residents’ perceptionsof the design features of educational podcasts that they felt most effectively promoted learning.

Methods: We used a qualitative approach to explore EM trainees’ experiences with educational podcasts,focusing on design features that they found beneficial to their learning. We conducted 16 semi-structuredinterviews with residents from three institutions from March 2016–August 2017. Interview transcripts wereanalyzed line-by-line using constant comparison and organized into focused codes, conceptual categories,and then key themes.

Results: The five canons of classical rhetoric provided a framework for thematically grouping the disparatefeatures of podcasts that residents reported enhanced their learning. Specifically, they reported valuing thefollowing: 1) Invention: clinically relevant material presented from multiple perspectives with explicit learningpoints; 2) Arrangement: efficient communication; 3) Style: narrative incorporating humor and storytelling; 4)Memory: repetition of key content; and 5) Delivery: short episodes with good production quality.

Conclusion: This exploratory study describes features that residents perceived as effective for learning fromeducational podcasts and provides foundational guidance for ongoing research into the most effective waysto structure medical education podcasts.

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:

Background

Objective

Methods

Results

Conclusions

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: 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.