Free Open-Access Medical Education

Yıl 2019, Cilt: 2 Sayı: 3, 30 - 34, 30.09.2019

Erkman Sanrı

Öz

The
use of the internet and social media is widely common, nowadays. Free,
open-access medical education (FOAM) has reached a wide population of followers
by using the internet and social media platforms. FOAM has created a
continuous, easy to reach and free medical education resource which is
independent of geographic limitations. This led to an appeal by not only doctors
but also all medical service providers. But FOAM has limitations like; it is
technology dependent (older people may not use technology as easy as younger
people), it lacks core topics and it needs a peer-review system for quality
standardization. FOAM is an efficient medical education method but it can't
replace medical textbooks. There are no studies that prove one method is more
efficient than the other.  These two
methods complement each other when combined. For this reason, a combination of
both methods is recommended.

Anahtar Kelimeler

Free open access medical education, FOAM, FOAMed, Social media

Serbest, Açık Erişimli Tıp Eğitimi

Öz

Günümüzde
internet ve sosyal medya kullanımı oldukça yaygındır. Serbest, açık eri̇şi̇mli̇
tıp eği̇ti̇mi (FOAM); interneti ve sosyal medya platformlarını
kullanarak kısa bir sürede geniş bir kitleye ulaşabilmiştir. Sürekli, kolay
erişilebilir, ücretsiz ve coğrafi kısıtlılıklardan etkilenmeyen bir tıbbi bilgi
kaynağı oluşturmuş olan FOAM ‘a ilgi sadece hekimler tarafından değil tüm
sağlık çalışanları tarafından duyulmaktadır. Ancak FOAM ‘ın; teknolojiye bağımlı
olması (yaşlı bireyler teknolojiyi daha gençler kadar kolay kullanamayabilir),
temel konuların eksikliği ve kaliteyi standardize etmek için bir hakem
değerlendirme süreci ihtiyacı olması gibi kısıtlılıkları vardır. FOAM, etkin
bir tıp eğitimi modelidir ancak klasik tıp kitabının yerine geçecek bir eğitim
modeli değildir. Birlikte kullanıldıklarında birbirlerinin eksiklerini
tamamlayan bu iki eğitim modelinden herhangi birinin daha etkin bir eğitim
modeli olduğunu gösteren bir çalışma bulunmamaktadır. Bu sebeple birlikte
kullanılmaları önerilmektedir.

Anahtar Kelimeler

Serbest açık erişimli tıp eğitimi, FOAM, FOAMed, Sosyal medya

Kaynakça

• 1. Scott KR, Hsu CH, Johnson NJ, Mamtani M, Conlon LW, DeRoos FJ. Integration of social media in emergency medicine residency curriculum. Ann Emerg Med. 2014;64:396-404.
• 2. Cevik AA, Aksel G, Akoglu H, Eroglu SE, Dogan NO, Altunci YA. Social media, FOAMed in medical education and knowledge sharing: Local experiences with international perspective. Turk J Emerg Med. 2016;16:112-7.
• 3. Wolbrink TA, Rubin L, Burns JP, Markovitz B. The Top Ten Websites in Critical Care Medicine Education Today. J Intensive Care Med. 2019;34:3-16.
• 4. Avci K, Celikden SG, Eren S, Aydenizoz D. Assessment of medical students' attitudes on social media use in medicine: a cross-sectional study. BMC Med Educ. 2015;15:18.
• 5. Nickson CP, Cadogan MD. Free Open Access Medical education (FOAM) for the emergency physician. Emerg Med Australas. 2014;26:76-83.
• 6. Burkholder TW, Bellows JW, King RA. Free Open Access Medical Education (FOAM) in Emergency Medicine: The Global Distribution of Users in 2016. West J Emerg Med. 2018;19:600-5.
• 7. 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). Emerg Med J. 2014;31:e76-7.
• 8. Ting DK, Thoma B, Luckett-Gatopoulos S, et al. CanadiEM: Accessing a Virtual Community of Practice to Create a Canadian National Medical Education Institution. AEM Educ Train. 2019;3:86-91.
• 9. Nowacki AK, Landes M, Azazh A, Puchalski Ritchie LM. A review of published literature on emergency medicine training programs in low- and middle-income countries. Int J Emerg Med. 2013;6:26.
• 10. Hodkinson PW, Wallis LA. Emergency medicine in the developing world: a Delphi study. Acad Emerg Med. 2010;17:765-74.
• 11. Bucher J, Donovan C, McCoy J. EMS providers do not use FOAM for education. Int J Emerg Med. 2018;11:27.
• 12. Life in the Fast Lane, www.litfl.com (Giriş:20.10.2019).
• 13. Narula N, Ahmed L, Rudkowski J. An evaluation of the '5 Minute Medicine' video podcast series compared to conventional medical resources for the internal medicine clerkship. Med Teach. 2012;34:e751-5.
• 14. Mallin M, Schlein S, Doctor S, Stroud S, Dawson M, Fix M. A survey of the current utilization of asynchronous education among emergency medicine residents in the United States. Acad Med. 2014;89:598-601.
• 15. Back DA, von Malotky J, Sostmann K, Hube R, Peters H, Hoff E. Superior Gain in Knowledge by Podcasts Versus Text-Based Learning in Teaching Orthopedics: A Randomized Controlled Trial. J Surg Educ. 2017;74:154-60.
• 16. Lew EK, Nordquist EK. Asynchronous learning: student utilization out of sync with their preference. Med Educ Online. 2016;21:30587.
• 17. Riddell J, Swaminathan A, Lee M, Mohamed A, Rogers R, Rezaie SR. A Survey of Emergency Medicine Residents' Use of Educational Podcasts. West J Emerg Med. 2017;18:229-34.