About Fareen Zaver, MD

Chief Operating Officer, Chief Resident Incubator 2017-18
Lead Editor/Co-Founder of ALiEM Approved Instructional Resources - Professional (AIR-Pro)
Champion, 2016-17 ALiEM Chief Resident Incubator
Board Member, 2016-17 ALiEM Wellness Think Tank
Clinical Lecturer, Emergency Physician
University of Calgary Emergency Department

Teaching in the age of COVID-19: The learning management system

learning management systemGiven the epidemiological data from China and Italy, educators should be prepared for the likelihood that online learning will continue to be the norm for many weeks to months. Simply running disconnected weekly educational sessions without an overall organization will hinder educational success for learners. Learning Management Systems (LMS) are a tool that can support educational leaders with the delivery, assessment, and organization of learning.

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By |2020-04-02T13:55:37-07:00Mar 19, 2020|Academic, Administrative, COVID19, Medical Education|

Teaching in the age of COVID-19: Enhancing discussion with digital asynchronous chats

 

asynchronousA significant portion of the technology industry is built around social media and asynchronous chat platforms that seek to connect people. Modern tools are designed with the intention to maximize engagement with push notifications, engagements, and emoji/like integrations that maximize the “dopamine rush” for users; “social media addiction” is a known phenomenon. These tools, when repurposed for learning, provide an easy and user-friendly platform for learners to discuss educational objectives. Chats are the quickest communication form, occurring in real-time and encouraging spontaneity and adaptation. There is a sense of forgiveness, and oftentimes if the chat is anonymous, a high degree of confidence for participation among learners. Use of a moderator is a KEY factor in keeping the discussion professional (and alive!) [1].

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By |2020-04-02T13:56:10-07:00Mar 18, 2020|Academic, Administrative, COVID19, Medical Education|

Teaching in the age of COVID-19: Real-time video conferencing

video conferencing

As programs face unprecedented pressure to protect learners via social distancing, many will turn to video as their preferred method to continue delivering educational content. The need to do this in “real-time” makes conferencing applications an obvious choice for content delivery. Programs may already be familiar with this technology for conference calls, further lowering the bar for early adoption. Studies demonstrate the educational content via live video is at least as effective as a live lecture [1]. Further, they have been used to deliver additional content, such as small groups and simulation [2]. With current technology, these tools are widely available and easy to use for educators.

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By |2020-04-02T13:56:51-07:00Mar 17, 2020|Academic, Administrative, COVID19, Medical Education|

Teaching in the age of COVID-19: Teaching with tech while socially distancing

social distancing

With the arrival of SARS-CoV2 (COVID-19) in North America, programs are facing the need to reconsider how they deliver didactic education to their learners. The ACGME only allows for 20% of the curriculum to be delivered in an asynchronous fashion. The remainder is delivered through traditional didactic means, including “small-group sessions, such as break-out groups, serially repeated conference sessions, practicum sessions, or large-group planned educational activities.” With mandatory social distancing likely to become standard practice, we present multiple solutions to bridge the gap between live, in-person conferences and asynchronous materials.

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By |2020-04-02T13:57:06-07:00Mar 17, 2020|Academic, Administrative, COVID19, Medical Education|

Peer Accountability: A Strategy for Maintaining Commitment to Personal and Professional Obligations

There are a number of personal attributes characterizing the professional identity of “physician.” We are dedicated to patients, committed to lifelong learning, and responsible for a variety of other professional obligations. Each requires physicians to be highly accountable – obligated or willing to accept responsibility for one’s actions. In this post we present examples of how we’ve adopted peer accountability as a strategy to help us with the myriad responsibilities and obligations at the heart of our profession. Just in time for the New Year – we challenge each of our readers to consider finding an “accountability partner” in 2020!

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By |2020-01-06T18:09:21-08:00Jan 10, 2020|Professional Development, Wellness|

AIR-Pro: Neurology

Welcome to the Neurology AIR-Pro Module. Below we have listed our selection of the 7 highest quality blog posts related to 4 advanced level questions on neurology topics posed, curated, and approved for residency training by the AIR-Pro Series Board. The blogs relate to the following questions:

  1. Intracranial hemorrhage
  2. Diagnosis of subarachnoid hemorrhages
  3. Management of subarachnoid hemorrhages
  4. Vertigo

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Announcing a Crowdsourced Wellness Initiatives Database for EM Residency Programs

Wellness Initiatives

“The part can never be well unless the whole is well.” – Plato

The rigors of post-graduate training can strain even the most stoic of residents – the next task, the next project, the next shift. These reduce our resiliency to stressful situations. The likelihood is that your program has worked very hard to develop new and innovative initiatives to improve resident wellness and resiliency. And chances are, they have done this in-house. It takes tremendous efforts, however, to create and revise the efforts. In this digital age of social media, this siloed approach no longer is necessary because programs can easily get feedback and share their experiences with others.

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