| Literature DB >> 30116685 |
Alice A Min1, Eric J Morley2, Salim R Rezaie3, Sean M Fox4, Andrew Grock5.
Abstract
The Academic Life in Emergency Medicine (ALiEM) Approved Instructional Resources (AIR) Series and Approved Instruction Resources Professional (AIR-Pro) Series were created in 2014 and 2015, respectively, to address the need for curation of online educational content as well as a nationally available curriculum that meets individualized interactive instruction criteria. These two programs identify high-quality educational blog and podcast content using an expert-based approach. We summarize the accredited posts on respiratory emergencies that met our a priori determined quality criteria per evaluation by eight experienced faculty educators in emergency medicine.Entities:
Keywords: emergency medicine; free open access medical education; respiratory emergencies
Year: 2018 PMID: 30116685 PMCID: PMC6092192 DOI: 10.7759/cureus.2812
Source DB: PubMed Journal: Cureus ISSN: 2168-8184
Approved Instructional Resources scoring instrument for blog and podcast content with the maximum score being 35 points.
BEEM: Best evidence in emergency medicine; EP: Emergency physician; EBM: Evidence-based medicine.
| Tier 1: BEEM Rater Scale | Score | Tier 2: Content Accuracy | Score | Tier 3: Educational Utility | Score | Tier 4: Evidence Based Medicine | Score | Tier 5: Referenced | Score |
| Assuming that the results of this article are valid, how much does this article impact on EM clinical practice? | Do you have any concerns about the accuracy of the data presented or conclusions of this article? | Are there useful educational pearls in this article for senior residents? | Does this article reflect evidence based medicine (EBM)? | Are the authors and literature clearly cited? | |||||
| Useless information | 1 | Yes, many concerns from many inaccuracies | 1 | Not required knowledge for a competent EP | 1 | Not EBM based, only expert opinion | 1 | No | 1 |
| Not really interesting, not really new, changes nothing | 2 | 2 | 2 | 2 | 2 | ||||
| Interesting and new, but doesn't change practice | 3 | Yes, a major concern about few inaccuracies | 3 | Yes, but there are only a few (1-2) educational pearls that will make the EP a better practitioner to know or multiple (>=3) educational pearls that are interesting or potentially useful, but rarely required or helpful for the daily practice of an EP. | 3 | Minimally EBM based | 3 | 3 | |
| Interesting and new, has the potential to change practice | 4 | 4 | 4 | 4 | Yes, authors and general references are listed (but no in-line references) | 4 | |||
| New and important: this would probably change practice for some EPs | 5 | Minimal concerns over minor inaccuracies | 5 | Yes, there are several (>=3) educational pearls that will make the EP a better practitioner to know, or a few (1-2) every competent EP must know in their practice | 5 | Mostly EBM based | 5 | 5 | |
| New and important: this would change practice for most EPs | 6 | 6 | 6 | 6 | 6 | ||||
| This is a "must know" for EPs | 7 | No concerns over inaccuracies | 7 | Yes, there are multiple educational pearls that every competent EP must know in their practice | 7 | Yes exclusively EBM based | 7 | Yes, authors and in-line references are provided | 7 |