Creating, Curating, and Sharing Online Faculty Development Resources

Abstract

CONTEXT Self-regulated learning (SRL) requires an active learner who has developed a set of processes for managing the achievement of learning goals. Sim- ulation-based training is one context in which train- ees can safely practise learning how to learn. OBJECTIVES The purpose of the present study was to evaluate, in the simulation-based training con- text, the effectiveness of interventions designed to support trainees in SRL activities. We used the social- cognitive model of SRL to guide a systematic review and meta-analysis exploring the links between instruc- tor supervision, supports or scaffolds for SRL, and educational outcomes. METHODS We searched databases including MED- LINE and Scopus, and previous reviews, for material published until December 2011. Studies comparing simulation-based SRL interventions with another intervention for teaching health professionals were included. Reviewers worked independently and in duplicate to extract information on learners, study quality and educational outcomes. We used random- effects meta-analysis to compare the effects of supervi- sion (instructor present or absent) and SRL educational supports (e.g. goal-setting study guides present or absent). RESULTS From 11 064 articles, we included 32 studies enrolling 2482 trainees. Only eight of the 32 studies included educational supports for SRL. Abstract Problem It is difficult to engage clinicians in continuing medical education that does not focus on clinical expertise. Evolving online technologies (e.g., massive open online courses [MOOCs]) are disrupting and transforming medical education, but few online nonclinical professional development resources exist. Approach In August 2013, the Academic Life in Emergency Medicine Web site launched the Medical Education in Cases (MEdIC) series to engage clinicians in an online professional development exercise. Each month, a complex, realistic scenario featuring a nonclinical medical education dilemma is published with accompanying discussion questions. A weeklong discussion is moderated on Twitter and the Web site. This discussion is curated to create a community commentary, which is published alongside presolicited expert responses. Case resources are available for download. Outcomes The first six MEdIC cases (published August 2013–January 2014) emphasized different CanMEDS and/or Accreditation Council on Graduate Medical Education competencies. Median reader engagement metrics (interquartile range 25%–75%) in the first week following publication were 861 (634–1,114) pageviews, 767 (518–953) unique visitors from 326 (218–405) cities in 45 (32–50) countries, 30 (24–39) comments, 52 (40–56) tweets, 17 (13–30) Facebook Likes, and 5 (5–7) Google Plus +1s. Next Steps The MEdIC series is proof of concept that online activities can engage clinicians in nonclinical professional development. The early experience suggests the connectivist nature of MEdIC allows for crowdsourcing solutions to ill-defined problems via the wisdom of readers. This methodology may also be effective for other nonclinical and medical education topics.