(Thread) Here is a revised thread. The typos and incorrect tags that I had in the original where bugging me too much. Here is Podcasting in Medical Education (v2.0) now including summary of the 2nd half of the talk. Video also now available on YouTube: youtu.be
2/ What is #FOAMed?
It is an ethos that is agnostic of platform and meant to augment traditional medical education. "When you think Podcasts, you may think Joe Rogan... I think @kidney_boy." Medical podcasts are a type of FOAM. *Apologies that the picture does not show Guinness
It is an ethos that is agnostic of platform and meant to augment traditional medical education. "When you think Podcasts, you may think Joe Rogan... I think @kidney_boy." Medical podcasts are a type of FOAM. *Apologies that the picture does not show Guinness
3/ Who?
Many people listen to podcasts. Everyone from docs to APRNs to pharmacists and nurses.
Many people listen to podcasts. Everyone from docs to APRNs to pharmacists and nurses.
4/ Why?
It's fun. We get to know the hosts and guests. But, also we do it to get up-to-date and for the community. It helps us feel connected to others and helps us develop our medical identities.
It's fun. We get to know the hosts and guests. But, also we do it to get up-to-date and for the community. It helps us feel connected to others and helps us develop our medical identities.
5/ Where?
#Podcasts are flexible. We can catch up on things while doing MUNDANE activities. But, they also help bridge the voices of experts to us. Where also refers to providing a safe low-stakes learning environment.
#Podcasts are flexible. We can catch up on things while doing MUNDANE activities. But, they also help bridge the voices of experts to us. Where also refers to providing a safe low-stakes learning environment.
6/ Why?
πFor Background Knowledge... Those core topics traditionally done via lectures and textbooks.
πFor Foreground Knowledge... That "Just-in-Time" knowledge that we all need...
πFor Background Knowledge... Those core topics traditionally done via lectures and textbooks.
πFor Foreground Knowledge... That "Just-in-Time" knowledge that we all need...
7/ Podcasts innovate!
We see all sorts of formats and content....
1οΈβ£ Clinical Reasoning
2οΈβ£ Expert Review
3οΈβ£ Medical Ethics & History
4οΈβ£ Research Discussion
5οΈβ£ Narrative
The themes were well described in this paper by @ShreyaTrivediMD @AdamRodmanMD sciencedirect.com
We see all sorts of formats and content....
1οΈβ£ Clinical Reasoning
2οΈβ£ Expert Review
3οΈβ£ Medical Ethics & History
4οΈβ£ Research Discussion
5οΈβ£ Narrative
The themes were well described in this paper by @ShreyaTrivediMD @AdamRodmanMD sciencedirect.com
8/ @CPSolvers (@rabihmgeha @DxRxEdu) and @IMreasoning are Podcasts that model clinical reasoning and diagnosis.
9/ Expert Reviews are the types of episodes often seen with @COREIMpodcast @thecurbsiders @TheCribsiders @pediacast @medrants' Annals On Call, @RRBaligaMD's Must Must Know Facts and @ETSshow
10/ Great examples of Medical Ethics and History include @BedsideRounds and @CuriousClinPod (by @AvrahamCooperMD @HannahRAbrams @tony_breu)
11/ One of my favorite podcast that represent Expert Discussion of Clinical Research is @roundstable but also @rbganatra has done some fantastic work for the Hotcakes series on @thecurbsiders. Other examples include @PratsEM's Ultrasound GEL, @NephJC_Podcast and #Keylimepodcast
12/ Lastly, the Narrative Medicine category is dominated by the amazing @thenocturnists with their amazing series on "Stories from a Pandemic" and the @gradydoctor exec produced "Black Voices in Healthcare" but also smaller podcasts like @TypicallySilent's The Silent Doc.
13/ @Marty_Fried tackles the second half of our talk and covers innovations in medical education, barriers/threats to widespread use and lastly a "Call to Action."
14/ How are some innovating with podcasts in #MedEd? @OhioStateIMRes Chiefs @DevinHaddadMD @Tejas_Sinha7 @EllenYLiu89 from last year did #FlippedPodcast sessions which included content creators and thought provoking quizzes.
15/ In 2012, the Emergency Medicine ACGME started allowing "Individualized Interactive Instruction" to be up to 20% of planned didactic time....
But it has to be:
π Monitored
π Have Evaluations
π Have Faculty Oversight
π€― The learning cannot be passive.
But it has to be:
π Monitored
π Have Evaluations
π Have Faculty Oversight
π€― The learning cannot be passive.
16/ The @ALiEMteam AIR helps residency programs assess the quality of resources that are used for Individualized Interactive Instruction. aliem.com
17/ We teach critical appraisal of medical literature early on in medical school. At some point we need to recognize that our students are using these resources and impart the skills to actively evaluate this content instead of passively listen.
18/ We need to rethink the routine lecture. We are NOT saying that podcasts need to replace all traditional lectures, but this is another tool in our arsenal. In the era of COVID, we need to utilize all our available resources.
19/ @dminter89 @rabihmgeha @DxRxEdu @Gurpreet2015 argue that COVID-19 has catalyzed a digital educational revolution. As such, clinician-educators need to consider stereotyped roles that we have always inhabited and how they can be adapted using new digital tools.
20/1οΈβ£ Educator as a Creator:
Teaching has always been a creative endeavor. Social media is the new global classroom.
Tweetorialist @AvrahamCooperMD is an example here:
Teaching has always been a creative endeavor. Social media is the new global classroom.
Tweetorialist @AvrahamCooperMD is an example here:
21/2οΈβ£ Educator as a Moderator:
Think of the chief residents role in morning report - navigating learners through clinical cases while looking for teachable moments.
@CPSolvers Virtual Morning Report is a great example of this: clinicalproblemsolving.com
Think of the chief residents role in morning report - navigating learners through clinical cases while looking for teachable moments.
@CPSolvers Virtual Morning Report is a great example of this: clinicalproblemsolving.com
22/3οΈβ£ Educator as a Curator
Clinical teachers have always served as intermediaries between learners & literature. Becoming familiar w/ the canon of medical podcasts that your students are listening to will help steer them toward great resources & incorporation into teaching.
Clinical teachers have always served as intermediaries between learners & literature. Becoming familiar w/ the canon of medical podcasts that your students are listening to will help steer them toward great resources & incorporation into teaching.
23/ As @Marty_Fried puts it at the conclusion of our talk:
"The difference between medical podcasting emerging as a durable innovation or disappearing as a fleeting fad depends on you....
"The difference between medical podcasting emerging as a durable innovation or disappearing as a fleeting fad depends on you....
24/FIN... It depends on your adoption, your thoughtful criticism & your willingness to try new strategies. For us teachers, the classroom is our lab. So go experiment."
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