Thoma Brent, Chan Teresa M, Paterson Quinten S, Milne W Kenneth, Sanders Jason L, Lin Michelle
Learning Laboratory and Division of Medical Simulation, Department of Emergency Medicine, Massachusetts General Hospital, Boston, MA; Emergency Medicine, University of Saskatchewan, Saskatchewan, Canada; MedEdLIFE Research Collaborative, San Francisco, CA.
MedEdLIFE Research Collaborative, San Francisco, CA; Department of Medicine, Division of Emergency Medicine, McMaster University, Ontario, Canada.
Ann Emerg Med. 2015 Oct;66(4):396-402.e4. doi: 10.1016/j.annemergmed.2015.03.002. Epub 2015 Mar 31.
This study identified the most important quality indicators for online educational resources such as blogs and podcasts.
A modified Delphi process that included 2 iterative surveys was used to build expert consensus on a previously defined list of 151 quality indicators divided into 3 themes: credibility, content, and design. Aggregate social media indicators were used to identify an expert population of editors from a defined list of emergency medicine and critical care blogs and podcasts. Survey 1 consisted of the quality indicators and a 7-point Likert scale. The mean score for each quality indicator was included in survey 2, which asked participants whether to "include" or "not include" each quality indicator. The cut point for consensus was defined at greater than 70% "include."
Eighty-three percent (20/24) of bloggers and 90.9% (20/22) of podcasters completed survey 1 and 90% (18/20) of bloggers and podcasters completed survey 2. The 70% inclusion criteria were met by 44 and 80 quality indicators for bloggers and podcasters, respectively. Post hoc, a 90% cutoff was used to identify a list of 14 and 26 quality indicators for bloggers and podcasters, respectively.
The relative importance of quality indicators for emergency medicine blogs and podcasts was determined. This will be helpful for resource producers trying to improve their blogs or podcasts and for learners, educators, and academic leaders assessing their quality. These results will inform broader validation studies and attempts to develop user-friendly assessment instruments for these resources.
本研究确定了博客和播客等在线教育资源最重要的质量指标。
采用改良的德尔菲法，包括2次迭代调查，以就先前定义的151个质量指标清单达成专家共识，这些指标分为3个主题：可信度、内容和设计。使用综合社交媒体指标从急诊医学和重症监护博客及播客的定义列表中确定编辑专家群体。调查1包括质量指标和7点李克特量表。每个质量指标的平均得分纳入调查2，调查2询问参与者是否“纳入”或“不纳入”每个质量指标。共识的切点定义为超过70%的“纳入”。
83%（20/24）的博主和90.9%（20/22）的播客完成了调查1，90%（18/20）的博主和播客完成了调查2。博主和播客分别有44个和80个质量指标符合70%的纳入标准。事后分析中，分别使用90%的切点确定了博主和播客的14个和26个质量指标清单。
确定了急诊医学博客和播客质量指标的相对重要性。这将有助于资源生产者改进其博客或播客，也有助于学习者、教育工作者和学术领袖评估其质量。这些结果将为更广泛的验证研究以及为这些资源开发用户友好型评估工具的尝试提供参考。
