Four years ago, before the term “FOAM” had even been coined, I wrote in ACEP News for the very first time as a not-yet-graduated medical student. In that first article, I described how the advent of free open-access medical education provided a powerful new avenue for knowledge sharing in an unusual direction: from student to teacher.
In “Change from Below,” I argued that because medical students and residents were more likely to consume podcasts and blogs that advocated for cutting-edge approaches to emergency medicine, the junior member of a team might ever so occasionally be in possession of the most up-to-date knowledge on a particular topic. How, I asked, could that lowest member of the totem pole teach the advanced practice providers and senior clinicians they were training under about the latest in evidence-based medicine (EBM) without being “that guy”?
The answer was for attendings themselves to solicit the latest in EBM from their students and junior residents during shifts by actively inviting the sharing of newly acquired medical knowledge. This approach would allow motivated learners an opportunity to show off their knowledge and would carry the fringe benefit for the attending and other providers of getting free digests on emerging concepts in our field.