BackgroundMuch of the skepticism toward online educational resources (OERs) in emergency medicine (EM) stems from the low barrier to publishing and a perceived lack of editorial rigor. Learners and educators have demonstrated unreliable gestalt ratings of OERs, suggesting a lack of capacity to consistently appraise these resources. The development of tools to guide clinicians and learners in the selection and use of blogs and podcasts is a growing area of interest. Disclosure of editorial process was identified in previous studies as an important quality indicator for OERs. However, little is known about editorial process in online EM resources and whether it can be reliably integrated into a critical appraisal tool.
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