Brent Thoma1, Teresa M Chan2, Puneet Kapur3, Derek Sifford4, Marshall Siemens3, Michael Paddock5, Felix Ankel6, Andy Grock7, Michelle Lin8. 1. Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada; Health Professions Education, Massachusetts General Hospital Institute, Boston, MA. Electronic address: brent.thoma@usask.ca. 2. Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada. 3. Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada. 4. Wayne State University, Detroit, MI. 5. Department of Emergency Medicine, Regions Hospital, HealthPartners Institute, Saint Paul, MN, and the Department of Emergency Medicine, University of Minnesota, Saint Paul, MN. 6. Department of Emergency Medicine, Regions Hospital, HealthPartners Institute, Saint Paul, MN, and the Department of Emergency Medicine, University of Minnesota, Saint Paul, MN; HealthPartners Institute, Saint Paul, MN. 7. USC+LAC Department of Emergency Medicine and David Geffen School of Medicine at UCLA, Los Angeles, CA. 8. Department of Emergency Medicine, University of California-San Francisco, San Francisco, CA.
Abstract
STUDY OBJECTIVE: Online educational resources such as blogs are increasingly used for education by emergency medicine clinicians. The Social Media Index was developed to quantify their relative impact. The Medical Education Translational Resources: Indicators of Quality (METRIQ) study was conducted in part to determine the association between the Social Media Index score and quality as measured by gestalt and previously derived quality instruments. METHODS: Ten blogs were randomly selected from a list of emergency medicine and critical care Web sites. The 2 most recent clinically oriented blog posts published on these blogs were evaluated with gestalt, the Academic Life in Emergency Medicine Approved Instructional Resources (ALiEM AIR) score, and the METRIQ-8 score. Volunteer raters (including medical students, emergency medicine residents, and emergency medicine attending physicians) were identified with a multimodal recruitment methodology. The Social Media Index was calculated in February 2016, November 2016, April 2017, and December 2017. Pearson's correlations were calculated between the Social Media Index and the average rater gestalt, ALiEM AIR score, and METRIQ-8 score. RESULTS: A total of 309 of 330 raters completed all ratings (93.6%). The Social Media Index correlated moderately to strongly with the mean rater gestalt ratings (range 0.69 to 0.76) and moderately with the mean rater ALiEM AIR score (range 0.55 to 0.61) and METRIQ-8 score (range 0.53 to 0.57) during the month of the blog post's selection and for 2 years after. CONCLUSION: The Social Media Index's correlation with multiple quality evaluation instruments over time supports the hypothesis that it is associated with overall Web site quality. It can play a role in guiding individuals to high-quality resources that can be reviewed with critical appraisal techniques.
STUDY OBJECTIVE: Online educational resources such as blogs are increasingly used for education by emergency medicine clinicians. The Social Media Index was developed to quantify their relative impact. The Medical Education Translational Resources: Indicators of Quality (METRIQ) study was conducted in part to determine the association between the Social Media Index score and quality as measured by gestalt and previously derived quality instruments. METHODS: Ten blogs were randomly selected from a list of emergency medicine and critical care Web sites. The 2 most recent clinically oriented blog posts published on these blogs were evaluated with gestalt, the Academic Life in Emergency Medicine Approved Instructional Resources (ALiEM AIR) score, and the METRIQ-8 score. Volunteer raters (including medical students, emergency medicine residents, and emergency medicine attending physicians) were identified with a multimodal recruitment methodology. The Social Media Index was calculated in February 2016, November 2016, April 2017, and December 2017. Pearson's correlations were calculated between the Social Media Index and the average rater gestalt, ALiEM AIR score, and METRIQ-8 score. RESULTS: A total of 309 of 330 raters completed all ratings (93.6%). The Social Media Index correlated moderately to strongly with the mean rater gestalt ratings (range 0.69 to 0.76) and moderately with the mean rater ALiEM AIR score (range 0.55 to 0.61) and METRIQ-8 score (range 0.53 to 0.57) during the month of the blog post's selection and for 2 years after. CONCLUSION: The Social Media Index's correlation with multiple quality evaluation instruments over time supports the hypothesis that it is associated with overall Web site quality. It can play a role in guiding individuals to high-quality resources that can be reviewed with critical appraisal techniques.
Authors: Sarah M Greenberger; John T Finnell; Bernard P Chang; Nidhi Garg; Shawn M Quinn; Steven Bird; Deborah B Diercks; Christopher I Doty; Fiona E Gallahue; Maria E Moreira; Megan L Ranney; Loren Rives; Chad S Kessler; Bruce Lo; Gillian Schmitz Journal: AEM Educ Train Date: 2020-01-19
Authors: Jonie J Hsiao; Ryan Pedigo; Shirley W Bae; JooYeon Jung; Lisa Zhao; Nathan S Trueger; Teresa M Chan; Andrew Grock Journal: AEM Educ Train Date: 2021-08-01
Authors: Daniel K Ting; Brent Thoma; S Luckett-Gatopoulos; Adam Thomas; Shahbaz Syed; Michael Bravo; Fareen Zaver; Eve Purdy; Edmund S H Kwok; Teresa M Chan Journal: AEM Educ Train Date: 2018-11-02
Authors: Andrew Grock; Jaime Jordan; Fareen Zaver; Isabelle N Colmers-Gray; Keeth Krishnan; Teresa Chan; Brent Thoma; Charlotte Alexander; Mohammed Alkhalifah; Abdulaziz S Almehlisi; Saeed Alqahtani; Scott Anderson; Shelaina Anderson; Colin Andrews; Jocelyn Andruko; Nikytha Antony; Diptesh Aryal; Barbra Backus; Jennifer Baird; Andrew Baker; Sarah Batty; Jared Baylis; Braeden Beaumont; Chris Belcher; Brent Benavides; Michael Benham; Julian Botta; Elyse Berger Pelletier; Nicholas Bouchard; Victoria Brazil; Emily Brumfield; Anthony Bryson; Wisarut Bunchit; Kat Butler; Lindy Buzikievich; David Calcara; Rob Carey; Maria Rosa Carrillo; Stephen Carroll; Casey Lyons; Louise Cassidy; Kirsty Challen; Kathryn Chan; Tim Chaplin; Natasha Chatham-Zvelebil; Eric Chen; Lucy Chen; Sushant Chhabra; Alvin Chin; Eric Chochi; Tina Choudhri; Jeremy Christensen; Kimberly Connors; Veronica Coppersmith; Abby Cosgrove; Gregory Costello; Kevin Cullison; Andrew D'Alessandro; Kerstin Wit; Marie Decock; Rayan Delbani; William Denq; Julianna Deutscher; Brendan Devine; Maia Dorsett; Taylor Duda; Justin Dueweke; Teresa Dunphy; Sean Dyer; Karthryn T Eastley; Marcia Edmonds; Ken Edwards; Robert Ehrman; Youness Elkhalidy; Preston Fedor; Brian Ficiur; Caley Flynn; Bill Fraser; Meagan Fu; James Fukakusa; Eric Funk; Damjan Gaco; Viktor Gawlik; Kenn Ghaffarian; Laleh Gharahbaghian; Andrew Griffith; Phil Griffith; Tanner Gronowski; Cathy Grossman; Jaroslaw Gucwa; Pawan Gupta; Alexandra Gustafson; Andrew Guy; Mary Haas; Stanislaw Haciski; Emina Hajdinjak; Andrew K Hall; Regina Hammock; Jan Hansel; Alexander Hart; Larissa Hattin; Brandon Herb; SueLin Hilbert; Jeff Hill; Jesse Hill; Amy Ho; Emily House; Nina House; Simon York Ming Huang; James Huffman; Charlie Inboriboon; Alex Ireland; Ali Jamal; Mohammad Ali Jamil; Victor Jansen; Zach Jarou; Vivian Jia; Levi Johnston; Drew Kalnow; Puneet Kapur; Seth Kelly; Kyle Kelson; William Kent; Rishi Khakhkhar; Jaasmit Khurana; Ashley Kilp; Scott Knapp; Sebastian Kohler; Ivanna Kruhlak; Nadim Lalani; Samantha Lam; Patrick Lank; Zander Laurie; Kristina Lea; Ernest Leber; Ching-Hsing Lee; Haakon Lenes; Nilantha Lenora; Jesse Leontowicz; Kelly Lien; Michelle Lin; Yingchun Lin; Andrew Little; Harry Liu; Ivy Liu; Steve Liu; Stephanie Louka; Elise Lovell; David Lowe; Ashley Lubberdink; Jessica Luc; Sheng-Hsiang Ma; Hugh MacLeod; Nick Mancuso; Anali Maneshi; Jesse May; John Mayo; Mike McDonnell; Susan McLellan; Carolyn McQuarrie; Therese Mead; Cory Meeuwisse; Patrick Meloy; Perry Menzies; Anne Messman; Stephen Miazga; Logan Mills; Allan Mix; Steve Montag; Brendan Moore; Justin Morgenstern; Sarah Mott; P Mukherj; Ali Mulla; Sheena Nandalal; Taylor Nikel; Julia Nood; Sean Nugent; Morgan Oakland; Werner Oberholzer; Onyeka Otugo; Taofiq Segun Oyedokun; Alim Pardhan; Kinjal Patel; Quinten Paterson; Catherine Patocka; Christine Patterson; James Pearlman; Alexis Pelletier-Bui; Marc Phan; Zafrina Poonja; Aubrey Powell; Kamini Premkumar; Gregor Prosen; Vishal Puri; Tanis Quaife; Ryan Raffel; Ali Raja; Randi Ramunno; Louise Rang; Suzanne Rannazzisi; Shauna Regan; Salim R Rezaie; Milan Ridderikhof; Vanessa Rogers; Christine Roh; Keith Rosenberg; Marina Roure; Sherri Rudinsky; Joshua Rudner; Adeeb Saleh; Will Sanderson; Owen Scheirer; Paul Schofield; Paul Schunk; Evan Schwarz; Parisa Shahrabadi; Eric Shappell; Julia Sheffield; Manpreet Singh; Hector C Singson; Dave Slessor; Sam Smith; Paula Sneath; Robert Sobehart; Kerry Spearing; James Stempien; Britni Sternard; Tara Stratton; Katherine Stuart; Bob Stuntz; Michael Susalla; Colleen Sweeney; Loice Swisher; Henry Swoboda; Shahbaz Syed; Taku Taira; Nikhil Tambe; Richard Tang; Elisha Targonsky; Alan Taylor; Rachel Taylor; Todd Taylor; Paxton Ting; Gerhard Tiwald; Evelyn Tran; Kelvin Tran; Jason Trickovic; Paul Trinquero; Aaron Tyagi; Manrique Umana; Patrick Vallance; Patricia Van den Berg; Kelly van Diepen; Luis Vargas; Rene Verbeek; Sandra Viggers; Zlata Vlodaver; Matthew Wagner; Noorin Walji; Joe Walter; Miranda Wan; Rachel Wang; Gregory Wanner; Wyatt Warawa; Mike Ward; Jennifer Weekes; Kristen Weersink; Cara Weessies; Anna Whalen-Browne; Brian Whiteside; Matthew Willis; Jonas Wilmer; Nelson Wong; Mark Woodcroft; Rob Woods; Lawrence Yau; Jessica Yee; Calvin Yeh; Katherine Yurkiw; Fareen Zaver; Alexander Zozula Journal: AEM Educ Train Date: 2021-05-16