Need your help: A master list of free EM and Critical Care blog and podcast sites

Calling all who read or listen to emergency medicine/critical care (EM/CC) blogs or podcasts. In 2014, we helped to publish the master inventory of free open-access medical education (FOAMed) resources spanning the period of 2002-2013 [1]. In that publication, we demonstrated an exponential rise of both blogs and podcasts with 141 blogs and 42 podcasts (total 183 sites). In 2019, the Life in the Fast Lane (LITFL) team identified 251 active sites. But where are we at now?

Why create an EM/CC master list of sites?

Most of the time, we encounter new resources by word-of-mouth or through Google search engines. There are, however, so many more quality sites that are available for teaching and learning. We aim to find them all. Are the numbers like 50 or more like 500? So far, we have reviewed the 2019 LITFL list and identified 119 and 9 still-active blog and podcast sites, respectively. But we likely have missed some, especially those sites launched after 2019.

Why the rush on updating the master list now?

Since 2014, we have prided ourselves in running the Approved Instructional Resources (AIR) Series, which identifies quality blog posts and podcast episodes, specifically to help residency programs award asynchronous learning credit to their residents [2]. Posts and episodes are identified from the top 50 sites, based on our validated Social Media Index (SMI) score [3] and are selected from a modified version of the 2019 LITFL list. The SMI formula incorporates the Alexa rank, which unfortunately just retired on May 1, 2022. So we are working towards an updated SMI score, using Ahref’s Domain Rating as well as new platform followerships that includes not only Twitter and Facebook but also Pinterest, Reddit, YouTube, Instagram, and LinkedIn.

Call to action: What sites did we miss?

We want to get as comprehensive a list as possible. If you don’t see a blog or podcast on these lists, fill out the Google form below! Thank you for your help.



Submission Form


  1. Cadogan M, Thoma B, Chan TM, Lin M. Free Open Access Meducation (FOAM): the rise of emergency medicine and critical care blogs and podcasts (2002-2013). Emerg Med J. 2014;31(e1):e76-e77. doi:10.1136/emermed-2013-203502. PMID 24554447
  2. Lin M, Joshi N, Grock A, et al. Approved Instructional Resources Series: A National Initiative to Identify Quality Emergency Medicine Blog and Podcast Content for Resident Education. J Grad Med Educ. 2016;8(2):219-225. doi:10.4300/JGME-D-15-00388.1. PMID 27168891
  3. Thoma B, Sanders JL, Lin M, Paterson QS, Steeg J, Chan TM. The social media index: measuring the impact of emergency medicine and critical care websites. West J Emerg Med. 2015;16(2):242-249. doi:10.5811/westjem.2015.1.24860. PMID 25834664
By |2022-05-03T17:04:12-07:00May 4, 2022|Academic, Social Media & Tech|

IDEA | Airway Series: Reviewing Intubation Footage in Conference to Improve Airway Mastery

IDEA video airway

Airway management is one of the most critical skills learned by emergency medicine (EM) residents and can be difficult to teach in traditional lectures. Increasingly, video laryngoscopy has been utilized by emergency departments partially due to its increasing first-pass success in certain situations [1]. Additionally from a training perspective, video laryngoscopy has proven to be beneficial as attendings can have the same view as residents and provide real time feedback [2]. However, this valuable real-time feedback and anatomy visualization ability has not always been utilized in other situations such as resident conferences. In this post, we highlight how to use videos from the GlideScope (or any video laryngoscopy tool) of actual airway attempts to teach airway skills and anatomy recognition at resident educational conferences.

The Innovation

Using Video Laryngoscopy Recordings to Improve Identification of Airway Anatomy

This innovation utilizes the recording function on certain GlideScope machines to capture videos of intubations. The videos can be used during conference didactics to quiz learners on airway anatomy. They also allow learners to see a variety of difficult intubations and the different troubleshooting techniques employed.

The Learners

Although this innovation targets PGY1 EM residents, it can be beneficial to medical students or any residents struggling with intubation. It can also serve as a refresher of airway anatomy and aid in advanced troubleshooting techniques for senior residents.


  • GlideScope machine (or any other video laryngoscopy unit) with a video record function
  • Lecture slides for material review

Description of the Innovation

During the resident didactic conference, residents, students, and attendings were presented with a series of pictures and videos recorded on a GlideScope machine, showcasing intubations performed in our ED. They then completed a timed quiz, assessing the following areas:

  • Anatomy identification
  • Airway grading
  • Identification of difficulties
  • Critique of the techniques used
  • Methods for improving the intubation

Subsequently, a brief lecture reviewing airway anatomy and intubation techniques. Finally, learners were presented with the same series of images and quizzed again.

Figure 1. Example of quiz question featuring a difficult airway image assessment question

IDEA video airway

Figure 2. Example of a match-format quiz question assessing airway anatomy

Lessons Learned

Our GlideScope machine automatically records all intubation procedures, which made putting this together easier. For institutions unable to record videos, several blogs have collections of airway footage that could be utilized, such as AirwayCam.

Quizzes were performed before and after the airway lecture. Automated grading showed significant improvement in learner performance after the lecture.
Audience feedback was overwhelmingly positive with 96% of the participants stating that the innovation would help them with real-time airway evaluation. Sample audience comments:

  • “Love this. Very educational and entertaining”
  • “Excellent session and informative”
  • “Please continue providing videos for us to learn.”

Educational Theory

This project is based on visual and applied learning. Additionally it utilizes a “learning from errors” framework which Tulis proposes can trigger emotional and motivational self regulatory learning processes [3].

Closing Thoughts

The innovation is logistically simple, is easy to replicate, received overwhelmingly positive feedback, and markedly improved scores post-lecture. Even considering the high volume of intubation experiences in the emergency department, there is always room for improvement in the learning process for this high-stakes procedure. Often we do not take the take the time to stop and critique our technique in real-time to reflect and improve. The applied and visual learning concepts serve to reinforce skills of advanced learners and build the skills of novice learners. The hope and expectation is that with serial utilization of recordings, learners will have improved recognition of difficult airways and anatomy. This in turn will hopefully lead to improving our first-pass intubation success rates.

The authors and ALiEM do not have any financial affiliations with GlideScope or any other video laryngoscopy companies.


  1. Brown CA 3rd, Kaji AH, Fantegrossi A, et al. Video Laryngoscopy Compared to Augmented Direct Laryngoscopy in Adult Emergency Department Tracheal Intubations: A National Emergency Airway Registry (NEAR) Study. Acad Emerg Med. 2020;27(2):100-108. PMID 31957174
  2. Monette DL, Brown CA 3rd, Benoit JL, et al. The Impact of Video Laryngoscopy on the Clinical Learning Environment of Emergency Medicine Residents: A Report of 14,313 Intubations. AEM Educ Train. 2019;3(2):156-162. Published 2019 Jan 15. PMID 31008427
  3. Tulis M, Steuer G, Dresel M. Learning from errors: A model of individual processes. Frontline Learning Research; 2016.

By |2022-04-15T15:58:15-07:00Apr 19, 2022|IDEA series, Medical Education|

The Leader’s Library: New Rules of Work | Sign up to join the book club

new rules of work leader's library

“…picture a map with point A, which is where you are now, and point Z, which is where you retire after a long career. Twenty years ago, there might have been a reasonably finite number of straight lines connecting those two points. Now it’s like a UV light has been turned on, illuminating dozens of previously hidden interconnected pathways that branch and diverge in many directions. And within this maze are any number of paths that may prove deeply fulfilling for you.”

“New normal.”

How many times have we heard that phrase over the past year? Thankfully, the first specks of the “new normal” pundits have been hawking at us since the start of the pandemic have finally begun to materialize, and along with this new normal comes a set of New Rules.

Podcast Preview

Brief Summary

The New Rules of Work: The Muse Playbook for Navigating the Modern Workplace by Alexandra Cavoulacos and Kathryn Minshew was published in 2019, but couldn’t feel more timely. This book targets all professionals, whether those of you just starting out in your careers, midway through and hoping to shake things up, or in the latter years of emergency medicine practice and hunting for a new role. The authors write, “whatever your current obstacle is, you can face it. The only thing you shouldn’t be doing if you’re feeling stuck or disillusioned or stressed out is nothing. There are always next steps to take, new strategies to try, and new skills to build.”

Stuck? Yes.

Disillusioned? Maybe.

Stressed out? YES.

Cavoulacos and Minshew describe one’s career as “a lifelong process of honing skills, developing self-awareness, and understanding what really makes you tick– and how you can best apply all of that to your work,” and we couldn’t agree more. Rather than a cut-and-dry definition of what a career in emergency medicine looks like (ex. decades of working X number of 8-hour shifts a month, teaching some learners, and doing your administrative work), instead we face a perpetual journey of examination, semi-intentional detours, and self-challenge. In The New Rules, the authors guide the reader through several stages of a career pivot, starting with self-reflection on current values and mindset. They then provide concrete strategies for building one’s brand, networking, interviewing, and negotiating, and round things out with several suggestions for improving efficiency and effectiveness in the workplace. Some favorites:

  • Under the Old Rules, one made their career decision in young adulthood, stuck to it, and followed a preordained path to an inevitable conclusion. The New Rules reframe that to focus on the next 2-5 years: “…this isn’t about finding the perfect career forevermore– it’s about finding a job that’s the best fit for you right now.” The last 2 years have taught us that nothing is certain in the future, so why center decades from now in our decision-making, rather than the present?
  • Networking under the Old Rules felt like a disingenuous, awkward activity focused on shameless self-promotion, and I avoided it like someone coughing maskless on the bus. The New Rules, however, encourage us to “look at networking as building relationships that grow over time, rather than a business transaction where you need something” to allow its value to multiply. That I can do (and the authors even offer a list of “Seven Ways to Fit Networking into Your Really Busy Schedule”– a really busy thank you!).
  • Although the Old Rules sold interpersonal skills as personality traits inherent to the individual, something you either had or ya didn’t, the New Rules emphasize personal responsibility for professional development, urging readers to intentionally approach “refining your interpersonal skills, which includes both building strong relationships with your colleagues and learning how to manage up early in and throughout your career.” Cavoulacos and Minshew do a deep dive into effective strategies for this managing up, as well as running meetings, corresponding over email, public speaking, conflict resolution, and even delegation and mentorship.

Lots to cover in one lil’ volume, but The Leader’s Library is here to help! Whether you’re a C-suite executive hoping to close out your career with a new role in education, a student hoping to meld multiple passions into your future emergency medicine career, or a mid-career faculty member wondering where your post-Covid professional journey may take you, our next discussion is for you! Grab the book and join a diverse group of emergency medicine faculty whose widely varied career paths will converge on the discussion from April 18-20 on Slack. Everyone is welcome. Sign up now!

When: April 18-20, 2022*
Platform: Slack app
Size: 40 registrants

* The Leader’s Library runs asynchronously on the Slack app– jump in whenever you have time!

Signup Process

Deadline to sign up: March 30, 2022

  • Submit your interest form with your contact information.
  • We will inform you if you’re selected by April 1, 2022.

We would absolutely love to learn and grow with you! Sign up now to secure your spot!


  • Al’ai Alvarez, MD: Director of Well-Being at Stanford Emergency Medicine (@alvarezzzy)
  • Felix Ankel, MD: Emergency Physician, Regions Hospital. Medical Director, Education, HealthPartners Institute, Professor of Emergency Medicine, University of Minnesota Medical School (@felixankel)
  • Winnie Chan, MD: Associate Physician Eden Emergency Medical Group, Per Diem Physician at San Francisco General Hospital and Kaiser Permanente Redwood City (@chanEMdoc)
  • Nikita Joshi, MD: Medical director of Alameda Hospital Emergency Department, Chief of Staff Alameda Hospital (@njoshi8)
  • Sreeja Natesan, MD: Associate Program Director, Duke University (@sreeja_natesan)
  • Deepa Ravikumar, MD: Senior Medical Director, Ro, Healthcare Technology Company; Clinical Instructor, Mount Sinai Hospital Emergency Department
  • Dina Wallin, MD: Co-Medical Director of PEM, San Francisco General Hospital; Director of Didactics, UCSF-SFGH EM residency, San Francisco, California


Learn more about the other Leader’s Library book clubs.

Listen to all of The Leader’s Library podcasts

By |2022-03-14T19:32:27-07:00Mar 15, 2022|Book Club, Leaders Library, Podcasts|

Dear emergency physicians: We see you

The COVID-19 pandemic has placed incredible stress and strain on the personal work lives of emergency physicians. We have endured these almost 2 years of misinformation, PPE shortages, fear, frustration, grief, and death. So much going on in the world politically and socioeconomically, we at ALiEM wanted to share a message that WE SEE YOU. We’re with you, and we’re in this together.


Thank you for the tireless work on this video by animator Spencer Evans, who is a soon-to-be-emergency physician attending medical school currently at the University of Colorado. Also thanks to the entire ALiEM team for contributing to the message and storyboard, especially Drs. Al’ai Alvarez, Andy Little, Carl Preiksaitis, Chris Belcher, Christian Rose, Felix Ankel, Jason Woods, and Teresa Chan.

Education Theory Made Practical (Volumes 4 & 5): An ALiEM Faculty Incubator eBook Series

education theory made practical, volumes 4 and 5 cover book

Back by popular demand and thanks to a generous grant from the Government of Ontario’s eCampus initiative, the ALiEM team is delighted to announce the publication of 2 new eBook publications: Volumes 4 and 5 of the Education Theory Made Practical eBook series [ALiEM Library]. Like all of the others that have come before, these books were a labor of love brought to you by the dedicated Faculty Incubator alumni. On behalf of all the editors of both editions, we are very proud of all our Faculty Incubator alumni who made this happen. 

Their amazing contributions have been compiled in these FREE, peer-reviewed eBooks. We sincerely feel that these will be a useful resource for all the educators out there, wrestling with the issue of integrating theory into practice. Special shout-out to the incredible Dr. Jonathan Sherbino (Volume 4) and Dr. William Bynum (Volume 5) who authored the forewords and provided us with their thoughtful insights on how theory can relate to a clinician educator’s practice.  

Education Theory Made Practical volume 4 ETMP

Brought to you by the ALiEM Faculty Incubator Class of 2019-20

How to Cite This Book
Krzyzaniak, Messman, Robinson, Schnapp, Li-Sauerwine, Gottlieb, Chan (Eds). Education Theory Made Practical, Volume 4. McMaster Office of Continuing Professional Development, Hamilton, ON, Canada. ISBN: 978-1-927565-46-9 Available at:

Brought to you by the ALiEM Faculty Incubator Class of 2020-21

How to Cite This Book
Fant, Gottlieb, Li-Sauerwine, Krzyzaniak, Natesan, Schnapp, Chan (Eds). Education Theory Made Practical, Volume 5. McMaster Office of Continuing Professional Development, Hamilton, ON, Canada. ISBN: 978-1-927565-47-6Available at:

About the Books

The Education Theory Made Practical series aims to make the theoretical underpinnings of education psychology come alive for health professions teachers who are seeking to use theory to inform their clinical and classroom teaching.

Notes from Dr. Sara Krzyzaniak, the lead editor of Volume 4: I am proud of the authors’ work in writing primers on some of the core theories in medical education. The theories covered in this volume will help educators design (Cognitive Load Theory) and evaluate (Miller’s Pyramid) their curriculum. It will help us understand why our learners behave in a certain way (Maslow’s Hierarchy of Needs) and how we approach and organize abstract concepts in education (Prototype Theory). Check out the 10 chapters in Volume 4 to help you understand how we can use education theory to be more successful educators, learners, and scholars. 

Notes from Dr. Abra Fant, the lead editor of Volume 5: This volume explores 10 new theories which again cover the educational design process from start to finish. The IDEO Design Theory helps educators disrupt while designing, R2C2 provides an exceptional model for delivering feedback and the Logic Model is a wonderful resource for evaluating curricula. We invite you to explore these and other chapters to help provide background and context as you design, enact and evaluate your educational interventions. 

Our Process

As part of the Faculty Incubator program, a 2 -3 person team authored a primer on a key education theory on the International Clinician Educator (ICE) blog. These posts were published serially over a 10-week period. Each post featured a key educationally-relevant theory by starting with a vignette that situated the theory. Following this vignette, there was an explanation and short history of the theory followed by an annotated bibliography for further reading. To ensure high quality, we then asked the #MedEd and #FOAMed online communities to join us in peer-reviewing these posts. After incorporating many of the peer review comments, each blog post was converted into a book chapter within this volume of a series of books for budding clinician-educators – the Education Theory Made Practical series. We believe this will serve as a valuable tool on how to incorporate educational theory into the clinical realm in a practical way.

How I Work Smarter: Simiao Li-Sauerwine, MD

One word that best describes how you work?


Current mobile device

iPhone 12


MacBook Air

What is something you are working on now?

I’m working on a research study examining the impact of EM faculty demographics on learner evaluations.

How did you come up with this Idea/Project?

I’ve always been interested in the impact of implicit bias on physician professional development and advancement. We use learner evaluations of attendings for promotion, for compensation, for recognition with departmental awards. So, I was interested to know how the demographics of a faculty member might impact a resident’s expectations of how they teach at the bedside and on shift. Do they impact those metrics that affect advancement?

What’s your office workspace setup like?

My office in the Department of EM at OSU is right across from our Program Managers – very convenient for quick questions and discussions! I have a PC but often also bring my laptop for a centralized work machine. I have a French press with coffee and tea and mugs so that folks can get a caffeine fix when they stop by. I also make sure to have snacks available for quick nutrition between meetings.

My home setup is my MacBook Air on a laptop stand. About a year into the pandemic as I was continuing to work from home, I purchased the stand and it’s been a game-changer! Less neck strain and better angles for Zoom :). I usually work on the couch in our home office or wherever I can find a quiet space for deep work.

What’s your best time-saving tip in the office or home?

I have no magical time-saving tips but I keep an aggressively up-to-date to-do list which I re-prioritize every day. If it’s not on paper (or on my Notes app), it tends to fall off my radar. So everything gets written down.

What’s your best time-saving tip regarding email management?

Triage your email. I either glance at it, respond if necessary, and move on, or flag the email if it requires more thought or an in-depth response. Then, when I have blocks of time to sit down, the flagged emails become their own TO DO list. I try to keep this down to less than one page.

What apps do you use to keep yourself organized?

The Reminders app is nice because I can sync it across all my Apple devices. I use this primarily for groceries and personal TO-DOs. I use Notes for work-related tasks; each line is a deadline for a task (either real or self-imposed) with a title and descriptor.

How do you stay up to date with resources?

I go to our resident conference every single week – it’s a privilege to continue to learn. Free knowledge! Who doesn’t love that?

What’s your best time-saving tip in the ED?

Save your teaching until after you’ve seen a patient, so you can focus on discussing the most relevant and high yield educational pearls.

ED charting: Macros or no macros?

No macros! It takes time to click through. I use dot phrases and change the text – it goes much quicker.


  • What’s the best advice you’ve ever received about work, life, or being efficient?

    Choose your projects based on 1. Are you passionate about the topic? 2. Are you really excited to work with the people involved? and 3. Will it build your dossier for promotion? Hitting one is great, two is better, and ideally all three! Wise words from Jorge Fernandez that have guided my junior faculty years.

  • What advice would you give other doctors who want to get started, or who are just starting out?

    • Find your passion, and academic products will follow.
    • You are entitled to mentorship from anyone and everyone – don’t be afraid to ask for it.
    • Your personal brand is important – are you solutions-oriented, do you get things done, are you timely.
    • Work time is work time, and make it count – but protect your non-shift weekends and evenings for family and the stuff that matters.
  • Is there anything else you’d like to add that might be interesting to readers?

    I am an avid foodie who loves to read up on local and regional specialties – so if you find me at a conference, ask me where to eat!

Read other How I Work Smarter posts, sharing efficiency tips and life advice.

EM Match Advice 36: It’s Time to Make Your Rank List

Now that interview season for residency match has concluded, our residency director panel tackles the hot topic of making your rank list, which includes “love letters” to programs and second look visits. In this podcast, Dr. Mike Gisondi and Dr. Michelle Lin host an esteemed panel of 3 program directors, Dr. Emily Fisher (University of Oklahoma), Dr. William Paolo (SUNY Upstate), and Dr. Michael Van Meter (University of Texas Health Science Center at Houston) to discuss these issues. Good luck to everyone in the match this year!

EM Match Advice Podcast

Read and Listen to the Other EM Match Advice Episodes

Blog posts:

By |2022-04-26T16:24:10-07:00Feb 9, 2022|EM Match Advice, Podcasts|
Go to Top