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Louisville Lectures: FOAMed Meets Internal Medicine Residency
Author’s Accepted Manuscript Louisville Lectures: FOAMed Meets Internal Medicine Residency Michael J. Burk, Laura Bishop, Taj Rahman, Jennifer Koch www.elsevier.com
PII: DOI: Reference:
S0002-9629(16)30601-2 http://dx.doi.org/10.1016/j.amjms.2016.08.030 AMJMS317
To appear in: The American Journal of the Medical Sciences Cite this article as: Michael J. Burk, Laura Bishop, Taj Rahman and Jennifer Koch, Louisville Lectures: FOAMed Meets Internal Medicine Residency, The American Journal of the Medical Sciences, http://dx.doi.org/10.1016/j.amjms.2016.08.030 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting galley proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.
[1] TITLE PAGE
Title: Louisville Lectures: FOAMed Meets Internal Medicine Residency Authors: Michael J. Burk, MD Laura Bishop, MD Taj Rahman, MD Jennifer Koch, MD
Conflicts of Interest and Source of Funding: The Authors declare that they have no pertinent conflicts of interest. Funding was provided by the University of Louisville Internal Medicine Residency, Department of Medicine, and School of Medicine. The authors declare no conflicts or competing interests to the best of their knowledge.
PAGE OF ABBREVIATIONS/DEFINITIONS
FOAM: free open access medical education, the concept
FOAMED: free open access medical education, the Twitter hashtag used to organize resources and discussions online, used similarly to FOAM
[2]
Background and Setting: A faculty-delivered lecture series provides the framework for traditional graduate medical education, especially in internal medicine. There are common problems within individual programs, including resident attendance and accessibility of content for those unable to attend. Due to patient care, scheduling conflicts, and duty hour requirements, residents are unable to attend traditional conferences at least 25% of the time, with significant minorities arriving late or leaving early.1 Some programs reconcile this by recording lectures and placing them on university-based online curriculum platforms for their trainees to access.
Why was the project performed: With the expansion of information sharing technologies, this generation of physicians has substantial opportunity for distributing high quality medical knowledge to a broad audience. This resident driven project was designed to increase access to medical didactics lectures by shifting paradigms from traditional didactic lectures to a comprehensive, free open-access medical education (FOAMed) lecture series. We hypothesized that this approach would improve access to content and improve distribution of internal medicine knowledge within, and beyond, our residency program and university. What was done: An online educational FOAMed resource was created at LouisvilleLectures.org to host the Internal Medicine Lecture Series. This resource contains recordings of live didactic lectures which have been uploaded to YouTube and converted into podcasts. A resident-led team developed a lecturer guide to improve consistency in presentation and content of lectures. A comprehensive curriculum was created with tracking systems to identify important gaps and potentially outdated content.
[3] In September 2014, a YouTube channel and an initial offering of lectures were made public. With the full support of the residency program, department, and university, LouisvilleLectures.org and the Internal Medicine Lecture Series officially launched the week of March 16th, 2015. Initial data was collected via analytic tools native to YouTube, the website host (SquareSpace) and podcasting host (Blubrry Podcasting) and processed using Microsoft Excel.
What was learned: In the six months prior to the launch of the Louisville Lectures website and podcast, there were 29,549 lecture views of 44 lectures published on YouTube. During this time, 1375 accounts subscribed to the YouTube feed. Combining modalities, there were 55,115 cumulative views through 4/17/2015. In the first month of availability there were 10,217 podcast downloads, accounting for 38% of views since the website launch. Over the six months the resources were initially available online, only one month after official website and podcast launch, the project achieved over 2,000 subscribers in 90 countries. An aggressive use of FOAMed concepts within an internal medicine residency program improved the accessibility and distribution of a traditional lecture series. For the first time, an internal medicine program’s didactic lectures are accessible using technology that has become ubiquitous in the 21st century. There may be concern this could decrease lecture attendance, however, there is relatively little research pertaining to the application in residency programs and we have not found this to be true in our program.
Perhaps more significantly, the growth of domestic and worldwide viewership supports the idea that, for internal medicine, a FOAMed paradigm can be a tool by which to disseminate medical knowledge to the international medical community. After an exhaustive online search, no other university-sponsored internal medicine FOAMed projects seeking to provide a comprehensive curriculum could be found.2-3
[4] While there are many active resources on internal medicine topics, many have not been updated in over a year.
There are limitations to this project and discussion. While improvement in the ability of residents to access these didactic lectures should be imminently reproducible within most residency programs with resources to record lectures, sustainability requires eager faculty and technologically capable residents. There is a barrier of technological capital to establish a website and podcast; however, guides are available.4 We do not yet have concrete data to report regarding changes in the viewing habits of our own internal medicine residents, other than positive verbal feedback. Data collection is ongoing during the academic year 2015-16 as Louisville Lectures has been included in the curriculum. This project represents a successful effort to improve access to the faculty-provided didactic lecture series in an internal medicine residency program. Future data collection will allow us to report changes in viewing habits of our own residents, in addition to overall national and international viewership.
ACKNOWLEDGMENTS: We would like to thank Dr. Toni Ganzel and Dr. Jesse Roman for their guidance, support, and belief in this endeavor. We would like to thank Dr. Patrick McKenzie, Dr. Shifat Ahmad, and Dr. Christopher Migliore for their contributions to reviewing the manuscript and data procurement.
RELATED PRIOR POSTER/ABSTRACT PRESENTATIONS
June 19, 2015 – University of Louisville Pediatric Department Research Poster Competition
March 24, 2015 – KY Chapter of ACP Associates’ Meeting
[5]
REFERENCES 1.
Ha D, Faulx M, Isada C et al. Transitioning From a Noon Conference to an Academic Half-Day Curriculum Model: Effect on Medical Knowledge Acquisition and Learning Satisfaction. J Grad Med Educ. 2014;6(1):93-99. doi:10.4300/jgme-d-13-00185.1.
2.
Weingart S. EMCrit Site Favorites. 2011. Available at: http://emcrit.org/favorites/. Accessed May 21, 2015.
3.
Cadogan M. Emergency Medicine and Critical Care Resources. LITFL. 2014. Available at: http://lifeinthefastlane.com/resources/. Accessed May 21, 2015.
4.
Weingart S. How to Start a Medical Podcast. EMCrit. 2014. Available at: http://emcrit.org/produce-foam/produce-podcast/. Accessed May 21, 2015.
PII: DOI: Reference:
S0002-9629(16)30601-2 http://dx.doi.org/10.1016/j.amjms.2016.08.030 AMJMS317
To appear in: The American Journal of the Medical Sciences Cite this article as: Michael J. Burk, Laura Bishop, Taj Rahman and Jennifer Koch, Louisville Lectures: FOAMed Meets Internal Medicine Residency, The American Journal of the Medical Sciences, http://dx.doi.org/10.1016/j.amjms.2016.08.030 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting galley proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.
[1] TITLE PAGE
Title: Louisville Lectures: FOAMed Meets Internal Medicine Residency Authors: Michael J. Burk, MD Laura Bishop, MD Taj Rahman, MD Jennifer Koch, MD
Conflicts of Interest and Source of Funding: The Authors declare that they have no pertinent conflicts of interest. Funding was provided by the University of Louisville Internal Medicine Residency, Department of Medicine, and School of Medicine. The authors declare no conflicts or competing interests to the best of their knowledge.
PAGE OF ABBREVIATIONS/DEFINITIONS
FOAM: free open access medical education, the concept
FOAMED: free open access medical education, the Twitter hashtag used to organize resources and discussions online, used similarly to FOAM
[2]
Background and Setting: A faculty-delivered lecture series provides the framework for traditional graduate medical education, especially in internal medicine. There are common problems within individual programs, including resident attendance and accessibility of content for those unable to attend. Due to patient care, scheduling conflicts, and duty hour requirements, residents are unable to attend traditional conferences at least 25% of the time, with significant minorities arriving late or leaving early.1 Some programs reconcile this by recording lectures and placing them on university-based online curriculum platforms for their trainees to access.
Why was the project performed: With the expansion of information sharing technologies, this generation of physicians has substantial opportunity for distributing high quality medical knowledge to a broad audience. This resident driven project was designed to increase access to medical didactics lectures by shifting paradigms from traditional didactic lectures to a comprehensive, free open-access medical education (FOAMed) lecture series. We hypothesized that this approach would improve access to content and improve distribution of internal medicine knowledge within, and beyond, our residency program and university. What was done: An online educational FOAMed resource was created at LouisvilleLectures.org to host the Internal Medicine Lecture Series. This resource contains recordings of live didactic lectures which have been uploaded to YouTube and converted into podcasts. A resident-led team developed a lecturer guide to improve consistency in presentation and content of lectures. A comprehensive curriculum was created with tracking systems to identify important gaps and potentially outdated content.
[3] In September 2014, a YouTube channel and an initial offering of lectures were made public. With the full support of the residency program, department, and university, LouisvilleLectures.org and the Internal Medicine Lecture Series officially launched the week of March 16th, 2015. Initial data was collected via analytic tools native to YouTube, the website host (SquareSpace) and podcasting host (Blubrry Podcasting) and processed using Microsoft Excel.
What was learned: In the six months prior to the launch of the Louisville Lectures website and podcast, there were 29,549 lecture views of 44 lectures published on YouTube. During this time, 1375 accounts subscribed to the YouTube feed. Combining modalities, there were 55,115 cumulative views through 4/17/2015. In the first month of availability there were 10,217 podcast downloads, accounting for 38% of views since the website launch. Over the six months the resources were initially available online, only one month after official website and podcast launch, the project achieved over 2,000 subscribers in 90 countries. An aggressive use of FOAMed concepts within an internal medicine residency program improved the accessibility and distribution of a traditional lecture series. For the first time, an internal medicine program’s didactic lectures are accessible using technology that has become ubiquitous in the 21st century. There may be concern this could decrease lecture attendance, however, there is relatively little research pertaining to the application in residency programs and we have not found this to be true in our program.
Perhaps more significantly, the growth of domestic and worldwide viewership supports the idea that, for internal medicine, a FOAMed paradigm can be a tool by which to disseminate medical knowledge to the international medical community. After an exhaustive online search, no other university-sponsored internal medicine FOAMed projects seeking to provide a comprehensive curriculum could be found.2-3
[4] While there are many active resources on internal medicine topics, many have not been updated in over a year.
There are limitations to this project and discussion. While improvement in the ability of residents to access these didactic lectures should be imminently reproducible within most residency programs with resources to record lectures, sustainability requires eager faculty and technologically capable residents. There is a barrier of technological capital to establish a website and podcast; however, guides are available.4 We do not yet have concrete data to report regarding changes in the viewing habits of our own internal medicine residents, other than positive verbal feedback. Data collection is ongoing during the academic year 2015-16 as Louisville Lectures has been included in the curriculum. This project represents a successful effort to improve access to the faculty-provided didactic lecture series in an internal medicine residency program. Future data collection will allow us to report changes in viewing habits of our own residents, in addition to overall national and international viewership.
ACKNOWLEDGMENTS: We would like to thank Dr. Toni Ganzel and Dr. Jesse Roman for their guidance, support, and belief in this endeavor. We would like to thank Dr. Patrick McKenzie, Dr. Shifat Ahmad, and Dr. Christopher Migliore for their contributions to reviewing the manuscript and data procurement.
RELATED PRIOR POSTER/ABSTRACT PRESENTATIONS
June 19, 2015 – University of Louisville Pediatric Department Research Poster Competition
March 24, 2015 – KY Chapter of ACP Associates’ Meeting
[5]
REFERENCES 1.
Ha D, Faulx M, Isada C et al. Transitioning From a Noon Conference to an Academic Half-Day Curriculum Model: Effect on Medical Knowledge Acquisition and Learning Satisfaction. J Grad Med Educ. 2014;6(1):93-99. doi:10.4300/jgme-d-13-00185.1.
2.
Weingart S. EMCrit Site Favorites. 2011. Available at: http://emcrit.org/favorites/. Accessed May 21, 2015.
3.
Cadogan M. Emergency Medicine and Critical Care Resources. LITFL. 2014. Available at: http://lifeinthefastlane.com/resources/. Accessed May 21, 2015.
4.
Weingart S. How to Start a Medical Podcast. EMCrit. 2014. Available at: http://emcrit.org/produce-foam/produce-podcast/. Accessed May 21, 2015.