Infographics, podcasts, and blogs: a multi-channel, asynchronous, digital faculty experience to improve clinical teaching (MAX FacDev)

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. A multi-channel, asynchronous, digital faculty experience strategy (MAX FacDev) was used to engage busy emergency medicine (EM)...

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Bibliographic Details
Published inCanadian journal of emergency medicine Vol. 23; no. 3; pp. 390 - 393
Main Authors Dowhos, Krista, Sherbino, Jonathan, Chan, Teresa M., Nagji, Alim
Format Journal Article
LanguageEnglish
Published Cham Springer International Publishing 01.05.2021
Springer Nature B.V
Subjects
Blogging
Continuing education
Data Visualization
Education, Medical
Educational Innovation
Emergency medical care
Emergency Medicine
Emergency Medicine - education
Faculty
Humans
Medicine
Medicine & Public Health
Physicians
Professional development
Public Health
Podcasts
Continuing professional development
Blogs
Emergency medicine
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Summary: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. 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. An evidence-informed education bundle on key principles for clinical teaching was developed. The education bundle included five topics, serialized via: an infographic series posted in distributed medical education EM departments, a podcast series and a blog. The target audience included 102 faculty members and 46 residents. Within 8 months of launching MAX FacDev, there were 1508 podcast listens and 7686 pageviews. An education bundle can efficiently deliver on-demand faculty development. Amplifying key messages via multiple channels increases the reach of faculty development and reinforces the messages.
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ISSN:1481-8035
1481-8043
DOI:10.1007/s43678-020-00069-5