For reference, the two #MedEd papers that will be discussed: https://t.co/vbDEwek4ar https://t.co/dY3XiadGoo @AcadMedJournal https://t.co/3TMHN1ZF9g https://t.co/1bBpb3CBsu @BioMedCentral https://t.co/8VTzDvSMBc
@PaulNWilliamz It tends to be passive and less structured, so less yield for long-term retention but also more enjoyable. About the same as lecture https://t.co/flqamJaHiv We have an ongoing RCT on Twitter for learning #POCUS so TBD in 6 months for evaluat
@Sarah_May1 Turns out people have been doing controlled trials on physically-present-live vs video for a while (eg https://t.co/vw2zzbEEJY, https://t.co/zIVQjX9OZd). The difficulty, as ever, is that the only way to be rigorous is to confine the approach to
RT @tshiozawa01: @JulieDoll2 https://t.co/EIB4BQVZSu https://t.co/JZjPVXYvHi ...that any help?
@JulieDoll2 https://t.co/EIB4BQVZSu https://t.co/JZjPVXYvHi ...that any help?
Live lecture versus video podcast in undergraduate medical education: http://t.co/YyYOxbXdmF #bmcmedicaleducation
@TChanMD hmmm wonder how perception of video/audio podcasts have changed over the last 4 years #FOAMed http://t.co/znDBP1TuyI