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This study introduces "Asynchrony," a digital course for emergency medicine (EM) residents, utilizing Free Open Access Medical Education (FOAM) to meet Individualized Interactive Instruction (III) requirements. It offers curated modules, assignments, discussions, and quizzes for didactic credit.

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Area of Science:

  • Medical Education
  • Emergency Medicine
  • Digital Learning

Background:

  • The Free Open Access Medical Education (FOAM) movement is increasingly influential among medical learners.
  • Medical educators need to engage with FOAM to guide residents who regularly use these resources.
  • The Accreditation Council for Graduate Medical Education (ACGME) allows 20% of emergency medicine (EM) resident didactics for Individualized Interactive Instruction (III) credits outside of conferences.

Purpose of the Study:

  • To describe "Asynchrony," a digital course designed for EM residents.
  • To present "Asynchrony" as a method for incorporating FOAM into III requirements.
  • To outline the structure and function of the "Asynchrony" digital course.

Main Methods:

  • Developed a digital course, "Asynchrony," for EM residents.
  • Curated FOAM and online learning tools into topic-specific educational modules.
  • Integrated module assignments, discussion boards, and quizzes for III credit tracking via a learning management system.

Main Results:

  • "Asynchrony" provides a structured approach for EM residents to engage with FOAM.
  • The course facilitates earning ACGME-approved III didactic credits.
  • Faculty curation and online tracking ensure adherence to educational standards.

Conclusions:

  • "Asynchrony" offers a viable digital solution for EM residency education.
  • This approach effectively integrates FOAM into formal didactic curricula.
  • The "Asynchrony" model supports flexible and trackable resident learning.