Podcast Model for Medical Student Electroencephalogram Instruction

Abstract

Podcast technology remains attractive for educational purposes. Limited exposure to subjects like electroencephalograms (EEGs) and departure from traditional lectures may impact podcasting’s educational value. This pilot study aimed to assess the increase of EEG knowledge using a curriculum consisting of Web-based video podcasting compared to a traditional lecture-based curriculum. The medical students (podcast group) received the curriculum with video podcasting; the controls, comprising first-year residents without exposure to EEG, received conventional didactics. All participants then interpreted 10 EEGs with a neurophysiologist. Evaluation tools were administered at baseline (before any EEG instruction) and after 10 EEG interpretations. The podcast group was also evaluated after the podcast instruction. Evaluation tools were unique for each assessment time period, comprising 25 questions designed for curriculum evaluation. Scores represent the correct number of questions. Fourteen fourth-year medical students comprised the podcast group; 10 participants were in the control group. The mean scores with standard deviations were 8.43 ± 2.38 at baseline, 13.64 ± 2.71 after the podcast (p ≤ 0.0001), and 14.86 ± 2.63 (p ≤ 0.0001) after interpreting 10 EEGs. Statistical analysis revealed evaluation scores for the podcast group increased between baseline and after 10 EEG interpretations comparable to controls that received the traditional lecture-based EEG curriculum (p = 0.003) (control group: baseline = 9.70 ± 1.49, after 10 EEGs = 13.44 ± 2.30). Video podcasting in this pilot study as measured by the evaluation tools was more effective for increasing EEG knowledge than traditional lecture-based didactics.