experts working with our program, and the Louisville Lectures leadership team prior to publication. The aim is to ensure that we are not only publishing a needed topic, but that the content is current and as accurate as possible. When a lecture becomes“ out of date” there is even a process that replaces it with an updated version to maintain the standards we have set for ourselves.
Online resources are unlikely to disappear and are likely to continue growing both in number and quality. We know they are engaging learners and we have data suggesting this engagement leads to retention and better educational outcomes. One concern often raised with implementing these tools is that learners will sacrifice in-person learning opportunities for the noted convenience of asynchronous offerings. 21, 22 The data for learner attitudes and behavior, however, is mixed and has never been studied at the resident level. 21, 22 Our preliminary findings, presented at the 2016 Kentucky ACP Meeting, suggest there is no statistically significant effect on attendance, and that residents use these lectures to supplement their learning. 12
Fifteen years ago, there was no such thing as FOAM. It would have been laughable to talk about using the internet as a pillar of medical education. Fifteen years ago, it was inconceivable that the audience of a faculty member’ s lectures could fill a football stadium. 23, 24 Even today, it is considered shocking news that an allopathic medical school is completely removing its traditional lecture format in favor of this new, evidence based approach. I won’ t pretend that I know what will develop in the next 15 years, but I will invite you to join us in building it.
Dr. Burk is the Chief Medical Resident for the University of Louisville Division of Internal Medicine as well as Founder and Managing Director of LouisvilleLectures. org.
References:
1. Stuntz R, Clontz R. An Evaluation of Emergency Medicine Core Content Covered by Free Open Access Medical Education Resources. Annals of emergency medicine. 2016; 67:649- 653. e2. doi: 10.1016 / j. annemergmed. 2015.12.020.
2. Shaw G. Breaking News: Don ' t Call It Social Media: FOAM and the Future of Medical Education. Emergency Medicine News. 2013; 35. doi: 10.1097 / 01. EEM. 0000427050.81739. a1.
3. Pearson D, Cooney R, Bond MC. Recommendations from the Council of Residency Directors( CORD) Social Media Committee on the Role of Social Media in Residency Education and Strategies on Implementation. The western journal of emergency medicine. 2015; 16:510-515. doi: 10.5811 / westjem. 2015.5.25478.
4. Model Guidelines for the Appropriate Use of Social Media and Social Networking in Medical Practice. April 2012.
5. George DR, Rovniak LS, Kraschnewski JL. Dangers and opportunities for social media in medicine. Clinical obstetrics and gynecology. 2013; 56:453-462. doi: 10.1097 / GRF. 0b013e318297dc38.
6. FOAM / FOAMed- Free Open Access Medical Education. http:// lifeinthefastlane. com / foam /. Published May 24, 2016. Accessed May 24, 2016.
7. Creating the FOAMed network. http:// lifeinthefastlane. com / creating-the-foam-network /. Published May 24, 2016. Accessed May 24, 2016.
8. Cadogan M, Thoma B, Chan TM, Lin M. Free Open Access Meducation( FOAM): the rise of emergency medicine and critical care blogs and podcasts( 2002-2013). Emergency medicine journal: EMJ. 2014; 31: e76-e77. doi: 10.1136 / emermed-2013-203502.
9. Cheston CC, Flickinger TE, Chisolm MS. Social media use in medical education: a systematic review. Academic medicine: journal of the Association of American Medical Colleges. 2013; 88:893-901. doi: 10.1097 / ACM. 0b013e31828ffc23.
10. Street SE, Gilliland KO, McNeil C, Royal K. The Flipped Classroom Improved Medical Student Performance and Satisfaction in a Pre-clinical Physiology Course. Medical Science Educator. 2014; 25. doi: 10.1007 / s40670-014-0092-4.
11. Weingart SD, Faust JS. Future evolution of traditional journals and social media medical education. Emergency medicine Australasia: EMA. 2014; 26:62-66. doi: 10.1111 / 1742-6723.12192.
12. Maniar N, Bhatt A, Burk M, Bishop L, Koch J. Attendance Guidelines and Online Lectures: Impact on Internal Medicine Resident Didactic Lecture Attendance. In: Kentucky ACP Fall 2016 Meeting, Lexington, KY.; 2016. 13. Become a Doctor, No Lectures Required. Inside Higher Ed. 14. Louisville Lectures. http:// www. louisvillelectures. org /. Published May 24, 2016. Accessed May 24, 2016.
15. Ioannidis JPA. Why most published research findings are false: author’ s reply to Goodman and Greenland. PLoS medicine. 2005:215-215.
16. Ioannidis JP. Contradicted and Initially Stronger Effects in Highly Cited Clinical Research. ACC Current Journal Review. 2005; 14. doi: 10.1016 / j. accreview. 2005.09.021.
17. Prasad V, Gall V, Cifu A. The frequency of medical reversal. Archives of internal medicine. 2011; 171:1675-1676. doi: 10.1001 / archinternmed. 2011.295. 18. Lifeinthefastlane. com Traffic Statistics. 19. What’ s Behind a 10-Year“ Overnight” Success? Entrepreneur. 20. Burk MJ, Bishop L, Rahman T, Koch J. Louisville Lectures:
FOAMed Meets Internal Medicine Residency.
21. Maynor LM, Barrickman AL, Stamatakis MK, Elliott DP. Student and faculty perceptions of lecture recording in a doctor of pharmacy curriculum. American journal of pharmaceutical education. 2013; 77. http:// www. ncbi. nlm. nih. gov / pubmed / 24159206. Accessed October 14, 2013.
22. Owston R, Lupshenyuk D, Wideman H. Lecture capture in large undergraduate classes: Student perceptions and academic performance. The Internet and Higher Education. 2011; 14. doi: 10.1016 / j. iheduc. 2011.05.006.
23. Blubrry Statistics- Program Statistics. https:// stats. blubrry. com / stats / s-22662 /. Published October 3, 2016. Accessed October 3, 2016.
24. Analytics- YouTube. https:// www. youtube. com / analytics? o = U. Published October 3, 2016. Accessed October 3, 2016.
NOVEMBER 2016 7