Free Open Access Medical Education (FOAM or FOAMed) refers to a dynamic collection of online resources and tools designed to promote lifelong learning in emergency medicine. It is also a community and an ethos embraced by healthcare professionals globally. The term was coined in June 2012 at the International Conference on Emergency Medicine in Dublin. [1]
The FOAM movement arose in response to the broader Open Educational Resources (OER) movement, reflecting the growing demand for freely available, high-quality educational materials. [2] It gained momentum with the rapid growth of social media and digital platforms, which revolutionised how medical information is accessed and shared. This shift allowed healthcare professionals to exchange knowledge beyond traditional academic and institutional boundaries, fostering a collaborative global learning environment. [3]
FOAM is defined by its accessibility and flexibility. Resources are freely available to anyone, anywhere, at any time, making it an inclusive tool for medical education. [1] By leveraging a variety of digital platforms—such as blogs, podcast, and social media, FOAM fosters an interactive and collaborative learning environment. The movement is characterised by the rapid dissemination of information, enabling healthcare professionals to remain informed about the latest developments in medical science. [4]
The FOAM ecosystem encompasses a diverse range of resources, including educational blogs, podcasts, and social media posts. Other formats, such as online question banks, YouTube videos, and Massive Open Online Courses (MOOCs), also play a significant role in the movement. [2] These resources cater to various learning styles and preferences, ensuring they have a wide and meaningful impact. [5]
FOAM has profoundly influenced medical education. Surveys suggest that over 90% of both pre-clinical and clinical medical students use FOAM resources on a weekly basis. [6] By promoting equitable access to high-quality resources, FOAM has bridged educational gaps and ensured medical knowledge is disseminated widely, particularly in underserved regions. [7] It has also facilitated the rapid dissemination of clinical knowledge, bridging the gap between research findings and practical application in medical practice. [5]
Despite its benefits, FOAM faces several challenges. Concerns have been raised about the lack of formal peer review and quality control. [8] Resource creation is often geographically concentrated, potentially excluding perspectives from lower-resource regions. [7] Additionally, challenges related to intellectual property, regulation, and the influence of prominent figures whose views may dominate discussions have also been noted. [5]
The future of FOAM lies in its integration with traditional medical education curricula. Academic institutions are increasingly involved in creating high-quality resources to ensure a balance between innovation and academic rigour. [9] Efforts are also underway to develop robust quality assessment tools, such as the Social Media Index, which can standardise the evaluation of FOAM materials. [5] As the movement grows, it will likely continue to complement traditional educational methods and expand global access to medical knowledge. [3]
The FOAM ecosystem includes several prominent platforms, each offering unique resources for healthcare professionals. These include:
| Platform | Country of Origin | Year Founded | Primary Focus | Target Audience |
|---|---|---|---|---|
| Academic Life in Emergency Medicine (ALiEM) | United States | 2009 | Emergency medicine education and leadership | Emergency medicine professionals [4] |
| CanadiEM | Canada | 2015 | Emergency medicine and critical care | Healthcare professionals and trainees [2] |
| Don't Forget The Bubbles | Australia | 2013 | Paediatric medicine | Paediatricians, healthcare professionals, and parents [10] |
| EMCrit | United States | 2009 | Critical care and emergency medicine | Critical care specialists and emergency physicians [11] |
| Life in the Fast Lane | Australia | 2007 | Emergency medicine and critical care | Global healthcare professionals [12] |
| MedShr | United Kingdom | 2015 | Case-based learning | Medical students and healthcare professionals [13] |
| PaediatricFOAM | Global | 2017 | Paediatrics and critical care | Healthcare providers and students [10] |
| REBEL EM | United States | 2013 | Emergency medicine and critical care | Medical professionals [14] |
| St. Emlyn's | United Kingdom | 2012 | Emergency medicine education | Healthcare professionals and students [15] |
| The Resus Room | United Kingdom | 2015 | Emergency medicine and resuscitation | Healthcare professionals [16] |