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FOAM authorship: Who's teaching our learners?

Andrew Grock1,2, Tiffany Fan3, Max Berger1

  • 1Department of Emergency Medicine David Geffen School of Medicine, UCLA Los Angeles California USA.

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Summary
This summary is machine-generated.

Free open-access medical education (FOAM) content is primarily created by North American men in academic medicine. This study analyzed top FOAM blogs, finding a lack of diversity in authorship, which may impact educational value.

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Area of Science:

  • Medical Education
  • Digital Health
  • Open Access Publishing

Background:

  • Free open-access medical education (FOAM) is popular but lacks traditional peer review.
  • Concerns exist regarding the accuracy, quality, and bias of FOAM content.
  • Limited research has described the characteristics of FOAM authors.

Purpose of the Study:

  • To analyze the authorship demographics of popular Free open-access medical education (FOAM) resources.
  • To identify characteristics such as gender, conflicts of interest, and practice type among FOAM authors.

Main Methods:

  • A cross-sectional analysis of 12 months of content from the top 25 FOAM blogs (August 2020-2021).
  • Data collected included number of posts, author gender, conflicts of interest (COI) statements, and practice type (academic, community, hybrid).

Main Results:

  • 1001 authors contributed 2141 posts, with over half from six major websites.
  • The majority of content (78.5%) lacked a COI statement.
  • Authors were predominantly academic (89%), held MD degrees (67.4%), were men (59.7%), and resided in North America (US, Canada).

Conclusions:

  • Top FOAM blogs are dominated by North American, male, academic authors with MD degrees.
  • The current authorship pool may limit the diversity of perspectives in medical education.
  • Encouraging a more diverse authorship could enhance the value of the FOAM educational experience.