Purdy Eve, Thoma Brent, Bednarczyk Joseph, Migneault David, Sherbino Jonathan
*School of Medicine,Queens University,Kingston,ON.
†Learning Laboratory and Division of Medical Simulation,Department of Emergency Medicine,Massachusetts General Hospital,Boston,MA.
CJEM. 2015 Mar;17(2):101-6. doi: 10.1017/cem.2014.73.
Introduction Online educational resources (OERs) are increasingly available for emergency medicine (EM) education. This study describes and compares the use of free OERs by the Royal College of Physicians and Surgeons of Canada (RCPSC) EM residents and program directors (PDs) and investigates the relationship between the use of OERs and peer-reviewed literature.
A bilingual, online survey was distributed to RCPSC-EM residents and PDs using a modified Dillman method. The chi-square test and Fisher's exact test were used to compare the responses of residents and PDs.
The survey was completed by 214/350 (61%) residents and 11/14 (79%) PDs. Free OERs were used by residents most frequently for general EM education (99.5%), procedural skills training (96%), and learning to interpret diagnostic tests (92%). OER modalities used most frequently included wikis (95%), file-sharing websites (95%), e-textbooks (94%), and podcasts (91%). Residents used wikis, podcasts, vodcasts, and file-sharing websites significantly more frequently than PDs. Relative to PDs, residents found entertainment value to be more important for choosing OERs (p<0.01). Some residents (23%) did not feel that literature references were important, whereas all PDs did. Both groups reported that OERs increased the amount of peer-reviewed literature (75% and 60%, respectively) that they read.
EM residents make extensive use of OERs and differ from their PDs in the importance that they place on their entertainment value and incorporation of peer-reviewed references. OERs may increase the use of peer-reviewed literature in both groups. Given the prevalence of OER use for core educational goals among RCPSC-EM trainees, future efforts to facilitate critical appraisal and appropriate resource selection are warranted.
引言 在线教育资源（OER）在急诊医学（EM）教育中越来越容易获取。本研究描述并比较了加拿大皇家内科医师与外科医师学院（RCPSC）急诊医学住院医师和项目主任（PD）对免费OER的使用情况，并调查了OER使用与同行评审文献之间的关系。
采用改良的迪尔曼方法向RCPSC-EM住院医师和PD发放双语在线调查问卷。使用卡方检验和费舍尔精确检验比较住院医师和PD的回答。
214/350（61%）名住院医师和11/14（79%）名PD完成了调查。住院医师最常将免费OER用于普通急诊医学教育（99.5%）、操作技能培训（96%）以及学习解读诊断检查（92%）。最常使用的OER模式包括维基（95%）、文件共享网站（95%）、电子教科书（94%）和播客（91%）。住院医师使用维基、播客、视频播客和文件共享网站的频率明显高于PD。相对于PD，住院医师认为娱乐价值对于选择OER更为重要（p<0.01）。一些住院医师（23%）认为文献参考文献并不重要，而所有PD都认为重要。两组均报告称OER增加了他们阅读的同行评审文献数量（分别为75%和60%）。
急诊医学住院医师广泛使用OER，在对娱乐价值的重视程度以及同行评审参考文献的纳入方面与他们的PD有所不同。OER可能会增加两组对同行评审文献的使用。鉴于RCPSC-EM学员将OER用于核心教育目标的普遍性，未来有必要努力促进批判性评估和合理的资源选择。
