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本文引用的文献

1
The Revised METRIQ Score: A Quality Evaluation Tool for Online Educational Resources.修订后的METRIQ评分:在线教育资源的质量评估工具
AEM Educ Train. 2019 Jul 30;3(4):387-392. doi: 10.1002/aet2.10376. eCollection 2019 Oct.
2
Systematic Online Academic Resource (SOAR) Review: Renal and Genitourinary.系统性在线学术资源(SOAR)综述:肾脏与泌尿生殖系统
AEM Educ Train. 2019 May 23;3(4):375-386. doi: 10.1002/aet2.10351. eCollection 2019 Oct.
3
Learning from mistakes on social media.从社交媒体的错误中学习。
Emerg Med J. 2019 Aug;36(8):453-455. doi: 10.1136/emermed-2019-208501. Epub 2019 Jul 10.
4
Leveraging a Virtual Community of Practice to Participate in a Survey-based Study: A Description of the METRIQ Study Methodology.利用实践虚拟社区参与基于调查的研究:METRIQ研究方法的描述。
AEM Educ Train. 2017 Mar 22;1(2):110-113. doi: 10.1002/aet2.10013. eCollection 2017 Apr.
5
The Social Media Index as an Indicator of Quality for Emergency Medicine Blogs: A METRIQ Study.社交媒体指数作为急诊医学博客质量的指标:一项 METRIQ 研究。
Ann Emerg Med. 2018 Dec;72(6):696-702. doi: 10.1016/j.annemergmed.2018.05.003. Epub 2018 Jul 3.
6
Quality Evaluation Scores are no more Reliable than Gestalt in Evaluating the Quality of Emergency Medicine Blogs: A METRIQ Study.质量评估分数在评估急诊医学博客质量方面并不比整体印象更可靠:一项METRIQ研究。
Teach Learn Med. 2018 Jul-Sep;30(3):294-302. doi: 10.1080/10401334.2017.1414609. Epub 2018 Jan 30.
7
Gestalt assessment of online educational resources may not be sufficiently reliable and consistent.对在线教育资源的格式塔评估可能不够可靠和一致。
Perspect Med Educ. 2017 Apr;6(2):91-98. doi: 10.1007/s40037-017-0343-3.
8
Derivation of Two Critical Appraisal Scores for Trainees to Evaluate Online Educational Resources: A METRIQ Study.为学员推导两个用于评估在线教育资源的批判性评价分数:一项METRIQ研究。
West J Emerg Med. 2016 Sep;17(5):574-84. doi: 10.5811/westjem.2016.6.30825. Epub 2016 Jul 26.
9
Approved Instructional Resources Series: A National Initiative to Identify Quality Emergency Medicine Blog and Podcast Content for Resident Education.批准的教学资源系列:一项为住院医师教育识别优质急诊医学博客和播客内容的全国性倡议。
J Grad Med Educ. 2016 May;8(2):219-25. doi: 10.4300/JGME-D-15-00388.1.
10
Examining Reliability and Validity of an Online Score (ALiEM AIR) for Rating Free Open Access Medical Education Resources.评估用于对免费开放获取医学教育资源进行评分的在线分数(ALiEM AIR)的可靠性和有效性。
Ann Emerg Med. 2016 Dec;68(6):729-735. doi: 10.1016/j.annemergmed.2016.02.018. Epub 2016 Mar 29.

修订后的《批准的教学资源》评分:一种用于在线教育资源的改进型质量评估工具。

The revised Approved Instructional Resources score: An improved quality evaluation tool for online educational resources.

作者信息

Grock Andrew, Jordan Jaime, Zaver Fareen, Colmers-Gray Isabelle N, Krishnan Keeth, Chan Teresa, Thoma Brent, Alexander Charlotte, Alkhalifah Mohammed, Almehlisi Abdulaziz S, Alqahtani Saeed, Anderson Scott, Anderson Shelaina, Andrews Colin, Andruko Jocelyn, Antony Nikytha, Aryal Diptesh, Backus Barbra, Baird Jennifer, Baker Andrew, Batty Sarah, Baylis Jared, Beaumont Braeden, Belcher Chris, Benavides Brent, Benham Michael, Botta Julian, Berger Pelletier Elyse, Bouchard Nicholas, Brazil Victoria, Brumfield Emily, Bryson Anthony, Bunchit Wisarut, Butler Kat, Buzikievich Lindy, Calcara David, Carey Rob, Carrillo Maria Rosa, Carroll Stephen, Lyons Casey, Cassidy Louise, Challen Kirsty, Chan Kathryn, Chaplin Tim, Chatham-Zvelebil Natasha, Chen Eric, Chen Lucy, Chhabra Sushant, Chin Alvin, Chochi Eric, Choudhri Tina, Christensen Jeremy, Connors Kimberly, Coppersmith Veronica, Cosgrove Abby, Costello Gregory, Cullison Kevin, D'Alessandro Andrew, Wit Kerstin, Decock Marie, Delbani Rayan, Denq William, Deutscher Julianna, Devine Brendan, Dorsett Maia, Duda Taylor, Dueweke Justin, Dunphy Teresa, Dyer Sean, Eastley Karthryn T, Edmonds Marcia, Edwards Ken, Ehrman Robert, Elkhalidy Youness, Fedor Preston, Ficiur Brian, Flynn Caley, Fraser Bill, Fu Meagan, Fukakusa James, Funk Eric, Gaco Damjan, Gawlik Viktor, Ghaffarian Kenn, Gharahbaghian Laleh, Griffith Andrew, Griffith Phil, Gronowski Tanner, Grossman Cathy, Gucwa Jaroslaw, Gupta Pawan, Gustafson Alexandra, Guy Andrew, Haas Mary, Haciski Stanislaw, Hajdinjak Emina, Hall Andrew K, Hammock Regina, Hansel Jan, Hart Alexander, Hattin Larissa, Herb Brandon, Hilbert SueLin, Hill Jeff, Hill Jesse, Ho Amy, House Emily, House Nina, Huang Simon York Ming, Huffman James, Inboriboon Charlie, Ireland Alex, Jamal Ali, Jamil Mohammad Ali, Jansen Victor, Jarou Zach, Jia Vivian, Johnston Levi, Kalnow Drew, Kapur Puneet, Kelly Seth, Kelson Kyle, Kent William, Khakhkhar Rishi, Khurana Jaasmit, Kilp Ashley, Knapp Scott, Kohler Sebastian, Kruhlak Ivanna, Lalani Nadim, Lam Samantha, Lank Patrick, Laurie Zander, Lea Kristina, Leber Ernest, Lee Ching-Hsing, Lenes Haakon, Lenora Nilantha, Leontowicz Jesse, Lien Kelly, Lin Michelle, Lin Yingchun, Little Andrew, Liu Harry, Liu Ivy, Liu Steve, Louka Stephanie, Lovell Elise, Lowe David, Lubberdink Ashley, Luc Jessica, Ma Sheng-Hsiang, MacLeod Hugh, Mancuso Nick, Maneshi Anali, May Jesse, Mayo John, McDonnell Mike, McLellan Susan, McQuarrie Carolyn, Mead Therese, Meeuwisse Cory, Meloy Patrick, Menzies Perry, Messman Anne, Miazga Stephen, Mills Logan, Mix Allan, Montag Steve, Moore Brendan, Morgenstern Justin, Mott Sarah, Mukherj P, Mulla Ali, Nandalal Sheena, Nikel Taylor, Nood Julia, Nugent Sean, Oakland Morgan, Oberholzer Werner, Otugo Onyeka, Oyedokun Taofiq Segun, Pardhan Alim, Patel Kinjal, Paterson Quinten, Patocka Catherine, Patterson Christine, Pearlman James, Pelletier-Bui Alexis, Phan Marc, Poonja Zafrina, Powell Aubrey, Premkumar Kamini, Prosen Gregor, Puri Vishal, Quaife Tanis, Raffel Ryan, Raja Ali, Ramunno Randi, Rang Louise, Rannazzisi Suzanne, Regan Shauna, Rezaie Salim R, Ridderikhof Milan, Rogers Vanessa, Roh Christine, Rosenberg Keith, Roure Marina, Rudinsky Sherri, Rudner Joshua, Saleh Adeeb, Sanderson Will, Scheirer Owen, Schofield Paul, Schunk Paul, Schwarz Evan, Shahrabadi Parisa, Shappell Eric, Sheffield Julia, Singh Manpreet, Singson Hector C, Slessor Dave, Smith Sam, Sneath Paula, Sobehart Robert, Spearing Kerry, Stempien James, Sternard Britni, Stratton Tara, Stuart Katherine, Stuntz Bob, Susalla Michael, Sweeney Colleen, Swisher Loice, Swoboda Henry, Syed Shahbaz, Taira Taku, Tambe Nikhil, Tang Richard, Targonsky Elisha, Taylor Alan, Taylor Rachel, Taylor Todd, Ting Paxton, Tiwald Gerhard, Tran Evelyn, Tran Kelvin, Trickovic Jason, Trinquero Paul, Tyagi Aaron, Umana Manrique, Vallance Patrick, Van den Berg Patricia, van Diepen Kelly, Vargas Luis, Verbeek Rene, Viggers Sandra, Vlodaver Zlata, Wagner Matthew, Walji Noorin, Walter Joe, Wan Miranda, Wang Rachel, Wanner Gregory, Warawa Wyatt, Ward Mike, Weekes Jennifer, Weersink Kristen, Weessies Cara, Whalen-Browne Anna, Whiteside Brian, Willis Matthew, Wilmer Jonas, Wong Nelson, Woodcroft Mark, Woods Rob, Yau Lawrence, Yee Jessica, Yeh Calvin, Yurkiw Katherine, Zaver Fareen, Zozula Alexander

机构信息

Division of Emergency Medicine Greater Los Angeles VA Healthcare System Los Angeles California USA.

David Geffen School of Medicine UCLA Los Angeles California USA.

出版信息

AEM Educ Train. 2021 May 16;5(3):e10601. doi: 10.1002/aet2.10601. eCollection 2021 Jul.

DOI:10.1002/aet2.10601
PMID:34141997
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8194147/
Abstract

BACKGROUND

Free Open-Access Medical education (FOAM) use among residents continues to rise. However, it often lacks quality assurance processes and residents receive little guidance on quality assessment. The Academic Life in Emergency Medicine Approved Instructional Resources tool (AAT) was created for FOAM appraisal by and for expert educators and has demonstrated validity in this context. It has yet to be evaluated in other populations.

OBJECTIVES

We assessed the AAT's usability in a diverse population of practicing emergency medicine (EM) physicians, residents, and medical students; solicited feedback; and developed a revised tool.

METHODS

As part of the Medical Education Translational Resources: Impact and Quality (METRIQ) study, we recruited medical students, EM residents, and EM attendings to evaluate five FOAM posts with the AAT and provide quantitative and qualitative feedback via an online survey. Two independent analysts performed a qualitative thematic analysis with discrepancies resolved through discussion and negotiated consensus. This analysis informed development of an initial revised AAT, which was then further refined after pilot testing among the author group. The final tool was reassessed for reliability.

RESULTS

Of 330 recruited international participants, 309 completed all ratings. The Best Evidence in Emergency Medicine (BEEM) score was the component most frequently reported as difficult to use. Several themes emerged from the qualitative analysis: for ease of use-understandable, logically structured, concise, and aligned with educational value. Limitations include deviation from questionnaire best practices, validity concerns, and challenges assessing evidence-based medicine. Themes supporting its use include evaluative utility and usability. The author group pilot tested the initial revised AAT, revealing a total score average measure intraclass correlation coefficient (ICC) of moderate reliability (ICC = 0.68, 95% confidence interval [CI] = 0 to 0.962). The final AAT's average measure ICC was 0.88 (95% CI = 0.77 to 0.95).

CONCLUSIONS

We developed the final revised AAT from usability feedback. The new score has significantly increased usability, but will need to be reassessed for reliability in a broad population.

摘要

背景

住院医师对免费开放获取医学教育(FOAM)的使用持续增加。然而,它往往缺乏质量保证流程,住院医师在质量评估方面几乎没有得到指导。急诊医学学术生活认可教学资源工具(AAT)是由专家教育工作者为FOAM评估而创建的,并且在这种情况下已证明有效。尚未在其他人群中进行评估。

目的

我们评估了AAT在不同的急诊医学(EM)执业医师、住院医师和医学生群体中的可用性;征求反馈意见;并开发了一个修订版工具。

方法

作为医学教育转化资源:影响与质量(METRIQ)研究的一部分,我们招募了医学生、EM住院医师和EM主治医师,让他们使用AAT评估五篇FOAM文章,并通过在线调查提供定量和定性反馈。两名独立分析师进行了定性主题分析,通过讨论和协商达成共识解决差异。该分析为初步修订的AAT的开发提供了信息,然后在作者组中进行试点测试后进一步完善。对最终工具的可靠性进行了重新评估。

结果

在330名招募的国际参与者中,309人完成了所有评分。急诊医学最佳证据(BEEM)评分是最常被报告难以使用的部分。定性分析出现了几个主题:为便于使用——易于理解、逻辑结构合理、简洁且与教育价值一致。局限性包括偏离问卷最佳实践、有效性问题以及评估循证医学的挑战。支持其使用的主题包括评估效用和可用性。作者组对初步修订的AAT进行了试点测试,显示总分平均组内相关系数(ICC)具有中等可靠性(ICC = 0.68,95%置信区间[CI] = 0至0.962)。最终AAT的平均测量ICC为0.88(95% CI = 0.77至0.95)。

结论

我们根据可用性反馈开发了最终修订的AAT。新评分显著提高了可用性,但需要在更广泛的人群中重新评估其可靠性。