11/27/2023 0 Comments Evolution of education infographicSecond, we lack a control comparison to our current MAX FacDev bundle, since before this project, our region had no unified faculty development strategy, relying on a central, ad hoc workshop-based sessions that rarely addressed clinical teaching. First, engagement does not equate with learning or application of knowledge, so we have no way of knowing if clinical teaching was improved. Bundling podcasts with infographics and blog posts may also be a useful and novel method for educators to amplify teaching. Previous literature has shown promise that podcasts may be useful as faculty development and open access resources are popular with trainees who will then transition to junior faculty. Engagement with the material suggests a demand for these resources and a need for translation of evidence-informed clinical teaching principles to the bedside. We describe a novel educational bundle of integrated infographics, podcasts, and blogs to reach busy and geographically disparate EM teachers at distributed medical education sites. Finally, the infographics were distributed via a series of posts on the CanadiEM blog ( ). The infographic topics were serialized and expanded via a podcast (MacEmerg Podcast ). The infographics were posted in ten distributed medical education teaching hospitals.Ī podcast was developed to connect clinician teachers across the distributed medical education system and to highlight local initiatives and experts. Three clinician educators met to discuss local needs and developed an evidence-informed infographic series that covered key principles in clinical teaching: establishing learner expectations, using a teaching framework (the 1-min preceptor ), tagging and tailoring key teaching moments, delivering clear feedback, and assessing entrustable professional activities, and diagnosing your learner. When compared to text-only summaries of medical literature, infographic representations have been shown to decrease cognitive load, increase abstract views, and tend to be a preferred method of reviewing medical literature however, retention is poor. Increasingly, infographics are commonplace in academic medicine with many journals using infographics to highlight key studies. Accentuer les messages clés via plusieurs canaux augmente la portée du développement du corps professoral et renforce les messages.ĭigital resources including podcasts and blogs are a new normal for learning in emergency medicine and are a key source of clinical updates. Un ensemble pédagogique peut fournir efficacement la formation professorale à la demande. Dans les 8 mois qui ont suivi le lancement de MAX FacDev, 1 508 podcasts ont été écoutés et 7 686 pages ont été consultées. Le public cible comprenait 102 membres du corps professoral et 46 résidents. L’ensemble pédagogique comprenait cinq sujets, sérialisés via: une série d’infographie publiée dans les départements EMR et MU, une série de podcasts et un blog. Un ensemble de formation factuelle sur les principes fondamentaux de l’enseignement clinique a été élaboré. Une stratégie multicanale, asynchrone et numérique de l’expérience du corps enseignant (MAX FacDev) a été utilisée pour engager des enseignants de la médecine d’urgence (MU) occupés, associés à un réseau d’éducation médicale régionalisée (EMR) impliquant 10 sites d’enseignement géographiquement distincts. La participation aux activités de perfectionnement du corps professoral est souvent limitée à ceux qui ont du temps et de l’intérêt, mais tous les enseignants cliniciens devraient avoir accès au perfectionnement continu du corps professoral. Amplifying key messages via multiple channels increases the reach of faculty development and reinforces the messages. An education bundle can efficiently deliver on-demand faculty development. Within 8 months of launching MAX FacDev, there were 1508 podcast listens and 7686 pageviews. The target audience included 102 faculty members and 46 residents. The education bundle included five topics, serialized via: an infographic series posted in distributed medical education EM departments, a podcast series and a blog. An evidence-informed education bundle on key principles for clinical teaching was developed. A multi-channel, asynchronous, digital faculty experience strategy (MAX FacDev) was used to engage busy emergency medicine (EM) teachers associated with a distributed medical education network involving ten geographically distinct teaching sites. Attendance at faculty development events are often limited to those with time and interest, but all clinical teachers should have access to continuing faculty development.
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