Skip to main content
×
×
Home

The use of free online educational resources by Canadian emergency medicine residents and program directors

  • Eve Purdy (a1), Brent Thoma (a2) (a3), Joseph Bednarczyk (a4), David Migneault (a5) and Jonathan Sherbino (a6)...
Abstract
Introduction

Online educational resources (OERs) are increasingly available for emergency medicine (EM) education. This study describes and compares the use of free OERs by the Royal College of Physicians and Surgeons of Canada (RCPSC) EM residents and program directors (PDs) and investigates the relationship between the use of OERs and peer-reviewed literature.

Methods

A bilingual, online survey was distributed to RCPSC-EM residents and PDs using a modified Dillman method. The chi-square test and Fisher’s exact test were used to compare the responses of residents and PDs.

Results

The survey was completed by 214/350 (61%) residents and 11/14 (79%) PDs. Free OERs were used by residents most frequently for general EM education (99.5%), procedural skills training (96%), and learning to interpret diagnostic tests (92%). OER modalities used most frequently included wikis (95%), file-sharing websites (95%), e-textbooks (94%), and podcasts (91%). Residents used wikis, podcasts, vodcasts, and file-sharing websites significantly more frequently than PDs. Relative to PDs, residents found entertainment value to be more important for choosing OERs (p<0.01). Some residents (23%) did not feel that literature references were important, whereas all PDs did. Both groups reported that OERs increased the amount of peer-reviewed literature (75% and 60%, respectively) that they read.

Conclusions

EM residents make extensive use of OERs and differ from their PDs in the importance that they place on their entertainment value and incorporation of peer-reviewed references. OERs may increase the use of peer-reviewed literature in both groups. Given the prevalence of OER use for core educational goals among RCPSC-EM trainees, future efforts to facilitate critical appraisal and appropriate resource selection are warranted.

Introduction

Il existe de plus en plus de ressources didactiques en ligne (RDL) pouvant servir à la formation en médecine d’urgence (MU). L’étude dont il question ici vise à décrire et à comparer l’utilisation des RDL gratuites par les résidents en MU du Collège royal des médecins et chirurgiens du Canada et les directeurs de programme (DP), ainsi qu’à examiner le lien entre l’utilisation des RDL et la lecture de documents évalués par les pairs.

Méthode

Un questionnaire d’enquête bilingue, en ligne a été envoyé, selon une version modifiée de la méthode de Dillman, à tous les résidents en MU du Collège royal et aux DP. Les auteurs ont appliqué le test Khi2 et la méthode exacte de Fisher pour comparer les réponses des résidents et celles des DP.

Résultats

Dans l’ensemble, 214 résidents sur 350 (61 %) et 11 DP sur 14 (79 %) ont participé à l’enquête. Les RDL gratuites utilisées par les résidents concernaient surtout la formation générale en MU (99,5 %), l’acquisition de compétences techniques (96 %) et l’apprentissage de l’interprétation des examens de diagnostic (92 %). Les formes de RDL très souvent utilisées comprenaient les sites wikis (95 %), les sites Web de partage de fichiers (95 %), les livres numériques (94 %) et les fichiers balados (91 %). Les résidents utilisaient les sites wikis, les fichiers balados, les fichiers balados vidéos et les sites Web de partage de fichiers beaucoup plus souvent que les DP. En outre, les résidents accordaient plus d’importance à la valeur du divertissement que les DP dans le choix des RDL (p < 0,01). En revanche, quelques résidents (23 %) estimaient que les références bibliographiques n’étaient pas importantes, contrairement à tous les DP. Enfin, les participants dans les deux groupes ont indiqué que l’utilisation des RDL avait pour effet d’accroître la lecture de documents évalués par les pairs (75 % et 60 %, respectivement).

Conclusions

Les résidents en MU font un usage très répandu des RDL et ils se distinguent des DP par la valeur accordée au divertissement et à l’indication des références dans les documents évalués par les pairs. Les RDL peuvent accroître la lecture de documents évalués par les pairs dans les deux groupes. Compte tenu de la grande utilisation des RDL que font les stagiaires en MU du Collège royal pour atteindre des buts pédagogiques de base, il est justifié de faire de la recherche sur les moyens visant à faciliter l’évaluation critique et la sélection appropriée des ressources.

  • View HTML
    • Send article to Kindle

      To send this article to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle. Find out more about sending to your Kindle.

      Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

      Find out more about the Kindle Personal Document Service.

      The use of free online educational resources by Canadian emergency medicine residents and program directors
      Available formats
      ×
      Send article to Dropbox

      To send this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Dropbox.

      The use of free online educational resources by Canadian emergency medicine residents and program directors
      Available formats
      ×
      Send article to Google Drive

      To send this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Google Drive.

      The use of free online educational resources by Canadian emergency medicine residents and program directors
      Available formats
      ×
Copyright
Corresponding author
Correspondence to: Dr. Brent Thoma, Emergency Medicine Residency Program, Room 2686, Royal University Hospital, 103 Hospital Drive, Saskatoon, SK S7N 0W8; Email: brent.thoma@usask.ca
References
Hide All
1. Weiler, A. Information-seeking behavior in Generation Y students: motivation, critical thinking, and learning theory. The Journal of Academic Librarianship. Elsevier 2005;31(1):46-53.
2. Canadian Medical Association. Social media use by physicians. 2011. Available at: http://www.cma.ca/advocacy/social-media-use-physicians (accessed February 2014).
3. Barker, AL, Wehbe-Janek, H, Bhandari, NS, et al. A national cross-sectional survey of social networking practices of U.S. anesthesiology residency program directors. J Clin Anesth 2012;24(8):618-624.
4. von Muhlen, M, Ohno-Machado, L. Reviewing social media use by clinicians. J Am Med Inform Assoc 2012;19(5):777-781.
5. Matava, CT, Rosen, D, Siu, E, et al. eLearning among Canadian anesthesia residents: a survey of podcast use and content needs. BMC Med Educ 2013;13(1):59.
6. Nickson, CP, Cadogan, MD. Free Open Access Medical education (FOAM) for the emergency physician. Emerg Med Australas 2014;26(1):76-83.
7. Cadogan, MD, Thoma, B, Chan, TM, et al. Free Open Access Meducation (FOAM): the rise of emergency medicine and critical care blogs and podcasts (2002-2013). Emerg Med J 2014;31(e1):e76-7; online first. Available at: http://emj.bmj.com/content/early/2014/02/19/emermed-2013-203502.abstract (accessed March 2014).
8. Mallin, M, Schlein, S, Stroud, S, et al. A survey of the current utilization of asynchronous education among emergency medicine residents in the United States. 2014;89(4):598-601.
9. George, DR, Green, MJ. Beyond good and evil: exploring medical trainee use of social media. Teach Learn Med 2012;24(2):155-157.
10. Cheston, CC, Flickinger, TE, Chisolm, MS. Social media use in medical education. Acad Med 2013;88(6):1.
11. Brabazon, T. The Google effect: googling, blogging, wikis and the flattening of expertise. Libri 2006;56(3):157-167.
12. Thoma, B, Chan, TM, Desouza, N, et al. Implementing peer review at an emergency medicine blog bridging the gap between educators and clinical experts. CJEM 2014;16(0):1-4.
13. Mello, MJ, Merchant, RC. Surveying emergency medicine. Acad Emerg Med 2013;20:409-412.
14. Wong, N. EM education survey. EM Resident 2013:8-9.
15. Hoddinott, SN, Bass, MJ. The Dillman total design survey method. Can Fam Physician 1986;32:2366-2368.
16. Santella, T, Kaneva, P, Petrucci, A, et al. Using social media for surgical education: distraction or opportunity? 2013: 1-2. Available at: http://www.sages.org/meetings/annual-meeting/abstracts-archive/using-social-media-for-surgical-education-distraction-or-opportunity/ (accessed February 2014).
17. Moreno-Walton, L, Brunett, P, Akhtar, S, et al. Teaching across the generation gap: a consensus from the Council of Emergency Medicine Residency Directors 2009 Academic Assembly. Acad Emerg Med 2009;16(2):S19-S24.
18. Sandars, J, Morrison, C. What is the Net Generation? The challenge for future medical education. Med Teach 2007;29(2-3):85-88.
19. Bednarczyk, J, Pauls, M, Fridfinnson, J, et al. Characteristics of evidence-based medicine training in Royal College of Physicians and Surgeons of Canada emergency medicine residencies—a national survey of program directors. BMC Med Ed 2014;14(1):57.
20. Lavsa, SM, Corman, SL, Culley, CM. Reliability of Wikipedia as a medication information source for pharmacy students. Current Pharm Teach Learn 2011;3(2):154-158.
21. Haigh, CA. Wikipedia as an evidence source for nursing and healthcare students. Nurse Educ Today 2011;31(2):135-139.
22. Krause, R, Moscati, R, Halpern, S, et al. Can emergency medicine residents reliably use the Internet to answer clinical questions? West J Emerg Med 2011;12(4):442-447.
23. Jeffery, R, Navarro, T, Lokker, C, et al. How current are leading evidence-based medical textbooks? An analytic survey of four online textbooks. J Med Internet Res 2012;14(6):e175.
24. Shojania, KG, Sampson, M, Ansari, MT, et al. How quickly do systematic reviews go out of date? A survival analysis. Ann Intern Med 2007;147(4):224-234.
25. McKibbon, KA, Wilczynski, NL, Haynes, RB. What do evidence-based secondary journals tell us about the publication of clinically important articles in primary healthcare journals? BMC Med 2004;2:33-46.
Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Canadian Journal of Emergency Medicine
  • ISSN: -
  • EISSN: 1481-8035
  • URL: /core/journals/canadian-journal-of-emergency-medicine
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Keywords:

Type Description Title
WORD
Supplementary materials

Purdy supplementary material
Appendix 1

 Word (16 KB)
16 KB

Metrics

Altmetric attention score

Full text views

Total number of HTML views: 12
Total number of PDF views: 266 *
Loading metrics...

Abstract views

Total abstract views: 832 *
Loading metrics...

* Views captured on Cambridge Core between September 2016 - 27th May 2018. This data will be updated every 24 hours.