Educational Podcasts Research Articles

Health Care Professional and Caregiver Attitudes Toward and Usage of Medical Podcasting: Questionnaire Study.

BackgroundPodcasts are used increasingly in medicine. There is growing research into the role of podcasts in medical education, but the use of podcasting as a tool for pediatric parent/caregiver health education is largely unexplored. As parents/caregivers seek medical information online, an understanding of parental preferences is needed.ObjectiveWe sought to explore health care professional and parent/caregiver awareness and views on podcasting as a health education tool.MethodsThis survey study was conducted and distributed via in-person collection from parents/caregivers (≥18 years old) in the waiting room of an academic pediatric primary care clinic, targeted social media promotion, and professional listservs for health care professionals in pediatrics. Statistical analysis included chi-square tests of independence between categorical variables.ResultsIn total, 125 health care professionals and 126 caregivers completed the survey. Of those surveyed, 81% (101/125) of health care professionals and 55% (69/126) of parents/caregivers listened to podcasts (P<.001). Health care professionals and parents/caregivers listed the same top 3 quality indicators for medical podcasts. Podcast listeners were more likely to have higher incomes and use professional websites for information. The survey elicited a variety of reasons for podcast nonengagement.ConclusionsHealth care professionals appear to be more engaged in medical education podcasts than parents/caregivers. However, similar factors were valued when evaluating the quality of a pediatric podcast: accuracy, transparency, and credibility. Professional websites may be one avenue to increase podcast uptake. More needs to be done to explore the use of podcasts and digital media for medical information.

The use of podcasts as a tool to teach clinical reasoning: a pseudorandomized and controlled study.

Podcasts have emerged as an efficient method for widespread delivery of educational clinical reasoning (CR) content. However, the impact of such podcasts on CR skills has not been established. We set out to determine whether exposure to expert reasoning in a podcast format leads to enhanced CR skills. This is a pseudo-randomized study of third-year medical students (MS3) to either a control group (n=22) of pre-established online CR modules, or intervention group (n=26) with both the online modules and novel CR podcasts. The podcasts were developed from four "clinical unknown" cases presented to expert clinician educators. After completing these assignments in weeks 1-2, weekly history and physical (H&P) notes were collected and graded according to the validated IDEA rubric between weeks 3-7. A longitudinal regression model was used to compare the H&P IDEA scores over time. Usage and perception of the podcasts was also assessed via survey data. Ninety control and 128 intervention H&Ps were scored. There was no statistical difference in the change of average IDEA scores between intervention (0.92, p=0.35) and control groups (-0.33, p=0.83). Intervention participants positively received the podcasts and noted increased discussion of CR principles from both their ward (3.1 vs. 2.4, p=0.08) and teaching (3.2 vs. 2.5, p=0.05) attendings. This is the first objective, pseudo-randomized assessment of CR podcasts in undergraduate medical education. While we did not demonstrate significant improvement in IDEA scores, our data show that podcasts are a well-received tool that can prime learners to recognize CR principles.

The Role of Educational Podcast Use Among Otolaryngology Residents.

Medical podcasts are becoming increasingly available; however, it is unclear how these new resources are being used by trainees or whether they influence clinical practice. This study explores the preferences and experiences of otolaryngology residents with otolaryngology-specific podcasts, and the impact of these podcasts on resident education and clinical practice. An 18-question survey was distributed anonymously to a representative junior (up to post-graduate year 3) and senior (post-graduate year 4 or greater) otolaryngology residents at most programs across the US. Along with demographic information, the survey was designed to explore the preferences of educational materials, podcast listening habits and motivations, and influence of podcasts on medical practice. Descriptive statistics and student t-tests were used to analyze the results. The survey was distributed to 198 current otolaryngology residents representing 94% of eligible residency programs and was completed by 73 residents (37% response rate). Nearly 3-quarters of respondents reported previous use of otolaryngology podcasts, among which 83% listen at least monthly. Over half of residents changed their overall clinical (53%) and consult (51%) practice based on podcast use. Residents rank-ordered listening to podcasts last among traditional options for asynchronous learning, including reading textbooks and watching online videos. While other asynchronous learning tools remain popular, most residents responding to this survey use podcasts and report that podcasts influence their clinical practice. This study reveals how podcasts are currently used as a supplement to formal otolaryngology education. Results from the survey may inform how medical podcasts could be implemented into resident education in the future.

A SYSTEMATIC LITERATURE REVIEW ON THE USE OF PODCASTS IN EDUCATION AMONG UNIVERSITY STUDENTS

Technology such as multimedia, particularly podcasts, is becoming more widely used in educational settings. The podcasts have been utilized at many levels of education, including elementary, secondary, and tertiary education. Along with this, many articles were written and published about the use of podcasts in education among university students. Our main objective in this study is to examines the use of podcasts in higher education among university students by systematically searching the Scopus database for papers relevant to the study. Eighteen papers were chosen and retrieved, then meticulously studied to uncover the new themes that have been classified as the result. The review found that podcasts have a favorable impact on university students and help them better understand the learning process. It also highlights the limits in its deployment that need to be addressed in order to improve the teaching and learning process.

Current Status of Podcasts in Orthopaedic Surgery Practice and Education.

Within orthopaedic surgery, podcasts are a popular medium for sharing information. The purpose of this Training Room feature was to identify the number, type, longevity, popularity, and advantages and disadvantages of orthopaedic surgery podcasts and to better understand the role of podcasts in our field by interviewing key leaders in orthopaedic surgery who host their own podcast. We identified 102 unique orthopaedic podcasts. The number of active podcasts grew from 5 in 2016 to 67 in 2021, which represents an increase of 1,340%. Podcasts offer the advantages of easy access to knowledge and opportunity for multitasking. They come with the disadvantages of lack of visualization in a field that relies heavily on diagrams, photographs, videos, and radiographs and lack of peer review, which means false information may be propagated. We anticipate an increase in the number and popularity of orthopaedic surgery podcasts in the coming years.

Student-Produced Podcasts as a Teaching and Learning Tool

ABSTRACT The use of student-generated podcasts in undergraduate education is a way to promote engagement, cognition, learning, and creativity in experiential learning opportunities. Studies often focus on students using podcasts created by others as learning tools to augment textbook information. However, this study focuses on student-generated podcasts as a tool to create and disseminate culturally responsive health content to other students. Forty-five students enrolled in a Health Psychology course created 12 podcasts on health issues of interest to traditionally aged (18–24 years) college students. This exploratory case study describes the students’ process and identifies themes within their reflections on benefits, challenges, and experiences with the project. Three major themes emerged:1) challenges of learning new digital tools in adigital environment;2) the technicalities of technology; and3) active learning in the moment. The discussion includes recommendations for future studies with student-generated podcasts and the importance of culturally responsive pedagogy.

Podcasts and Their Potential to Improve Sexual Health Literacy in Adolescents and Young Adults

Low health literacy poses many problems in the public health field and is linked to numerous negative health outcomes, including STIs and unplanned pregnancies. While many interventions focus on giving adolescents and young adults access to comprehensive sex education, these interventions do not necessarily improve sexual health literacy, which is a major asset to improving sexual health. Learning the skills to access, understand, and use sexual health information can compensate for the deficit of comprehensive sex education in the U.S. and worldwide. One innovative way this issue can be addressed is through the use of educational sexual health podcasts. Podcasts are a proven, effective tool to disseminate health information to a large population of people. They can be particularly useful in increasing sexual health literacy by increasing access by eliminating logistical barriers and embarrassment and confidentiality issues.

Utilization of Moderate-Duration Summary Podcasts Compared to Long-Duration Podcasts for Psychiatry Education by Canadian Pre-clerkship Medical Students.

The ideal length of podcasts for undergraduate medical education is unclear. Although many medical schools post full-lecture podcast recordings, there is increasing evidence that podcasts of shorter duration may be a more effective educational tool. Data on podcast utilization for psychiatry education in particular remain limited. This study aimed to compare traffic statistics (views and downloads) of both moderate- and long-duration podcasts. Resident-driven, 5- to 15-min, moderate-duration audiovisual podcasts ("summary podcasts") were created to supplement the existing full-lecture podcast recordings ("long podcasts") during the 22-day University of Calgary medical school pre-clerkship psychiatry curriculum from November to December 2019. The authors compared traffic statistics including number of views and downloads of summary podcasts against long podcasts. Six lectures during the curriculum had both long podcasts and summary podcasts available to students. Overall, there was no statistically significant difference between the mean combined views and downloads of the summary podcasts compared to the long podcasts. When looking at views and downloads across the span of the curriculum, the long podcasts were predominantly accessed in the days following the lecture, with the summary podcasts being accessed more frequently in the days preceding the final examination. This study suggests that both long podcasts and summary podcasts were accessed by students. The differing patterns of when each type of podcast was accessed may indicate a preference for the summary podcasts being used as review tools, rather than as a primary means of learning the material.

EDUCATIONAL PODCASTS IN THE PROCESS OF LEARNING ENGLISH AT SCHOOL

Настоящая статья посвящена вопросу исследования эффективности обучающих подкастов “BBC Learning English” в процессе развития умений монологической речи на старшем этапе обучения английскому языку в школе. В исследовании апробирована специально разработанная система упражнений на основе отобранных обучающих подкастов и подробно описан ход проведения экспериментального исследования. В статье представлены результаты экспериментального исследования в рамках научной работы по вопросу развития умений монологической речи на основе обучающих подкастов BBC Learning English на старшем этапе обучения английскому языку в школе.

The effectiveness of podcasts in sport management education part two: A qualitative analysis

Educational podcasts offer instructors and students a new, unique approach to learning course material which may translate to real-life situations. Students may take the learned material from podcasts and apply them to their jobs, internships, or real world practices in the sport management field. Podcasts are also an easy way for students to learn, utilizing while on-the-go. Previous literature demonstrates a demand for such podcasts from both educators and students to form new ways of learning which satisfy students with different learning styles. The purpose of this study was to perform a qualitative analysis on the use of podcasts in higher education and to determine the effectiveness of these podcasts on enhancing student learning in a Sport Event and Facilities Management graduate class. The research questions are: 1.) Did the podcasts affect student learning? 2.) Did the podcasts influence student motivation? 3.) How useful were the podcasts? The findings show that the podcasts had an overall positive effect on the graduate students’ learning and aligns with previous research, highlighting the overall effectiveness, enhanced student motivation, and usefulness of podcasts.

Tecnologia, educação e divulgação científica em antropologia: Usos, consumos e produção de podcasts

With the Covid-19 pandemic, the relations mediated by the Internet and technological devices gained even more space both in the everyday live of millions of people around the world and in educational practices. In this context, teaching-learning processes at different levels were directly affected. This article is based on the experience of producing, editing and disseminating Campo: um podcast de Antropologia, as a way of triggering debates about the potential of technologies and specifically podcasts for education, also taking into account the challenges and obstacles in this process.

Creation of a Student-Run Medical Education Podcast: Tutorial.

BackgroundPodcasting has become a popular medium for medical education content. Educators and trainees of all levels are turning to podcasts for high-quality, asynchronous content. Although numerous medical education podcasts have emerged in recent years, few student-run podcasts exist. Student-run podcasts are a novel approach to supporting medical students. Near-peer mentoring has been shown to promote medical students’ personal and professional identity formation. Student-run podcasts offer a new medium for delivering near-peer advice to medical students in an enduring and accessible manner.ObjectiveThis paper describes the creation of the UnsCripted Medicine Podcast—a student-run medical education podcast produced at the University of Cincinnati College of Medicine.MethodsThe planning and preparatory phases spanned 6 months. Defining a target audience and establishing a podcast mission were key first steps. Efforts were directed toward securing funding; obtaining necessary equipment; and navigating the technical considerations of recording, editing, and publishing a podcast. In order to ensure that high professionalism standards were met, key partnerships were created with faculty from the College of Medicine.ResultsThe UnsCripted Medicine Podcast published 53 episodes in its first 2 years. The number of episodes released per month ranges from 0 to 5, with a mean of 2.0 episodes. The podcast has a Twitter account with 217 followers. The number of listeners who subscribed to the podcast via Apple Podcasts grew to 86 in the first year and then to 218 in the second year. The show has an average rating of 4.8 (out of 5) on Apple Podcasts, which is based on 24 ratings. The podcast has hosted 70 unique guests, including medical students, resident physicians, attending physicians, nurses, physicians’ family members, graduate medical education leadership, and educators.ConclusionsMedical student–run podcasts are a novel approach to supporting medical students and fostering professional identity formation. Podcasts are widely available and convenient for listeners. Additionally, podcast creators can publish content with lower barriers of entry compared to those of other forms of published content. Medical schools should consider supporting student podcast initiatives to allow for near-peer mentoring, augment the community, facilitate professional identity formation, and prepare the rising physician workforce for the technological frontier of medical education and practice.

What Are the Real-World Podcast-Listening Habits of Medical Professionals?

IntroductionEducational podcasts are increasingly being utilized by health professionals for continuing education, but how they are being used remains poorly understood. Given their extensive reach, they represent a phenomenal opportunity for researchers to engage in knowledge translation of their scholarly works. The design, study, and effectiveness of these resources should be informed by a deeper understanding of their pragmatic usage. We aimed to prospectively determine the pragmatic, real-world listening habits of health professionals.MethodsWe performed a prospective observational study of a broad, interprofessional sample of participants (medical students, residents, physicians, nurses, physician assistants, and paramedics) recruited through a multimodal social media (Twitter and Facebook) campaign. Recruitment materials included an infographic and study website. Participants listened to eight podcasts and described their use of each in subsequent questionnaires.ResultsA total of 393 participants enrolled in the study, and 241 completed the survey for all eight podcasts. Listening behaviors were consistent across the podcasts with the majority selecting a normal speed of playback and engaging in concomitant activities such as driving. One-third of participants paused the podcasts due to interruption.ConclusionWe describe the prospective use of medical podcasts by a cohort of health professionals. This work should inform the role of podcasts in the communication of medical research.

Guidelines for Creating Video Podcasts in Mathematics Higher Education

b-Mat@plicada is a b-learning Mathematics course for Higher Education students, mainly composed of educational videos available in the institutional Moodle platform. These contents were created by following a set of guidelines, where three components are considered: the quality of students’ learning, the teacher’s time and computer skills, as well as the equipment made available by the institution. With the aim of evaluating the procedure used to make these videos, an experiment was carried out in classroom context, using a video on matrix multiplication which is included in the course syllabus. After its visualization, the 49 students who participated in the experiment completed a questionnaire assessing viewing behaviour, perception, attitudes, satisfaction, and learning performance. The findings demonstrate the importance of using video podcasts in Higher Education as complementary tools and the adequacy of the selected b-Mat@plicada video. Also, the results indicate that, from the students’ perspective, the speech, sound, and image are the most important features in a video podcast.

Analysis of the use of podcasts to enhance student learning in a visual dependent course

Background Interest in podcasting as a learning tool has increased amongst educators in light of the push to online/virtual learning. Studies investigating the efficacy of podcasting have had mixed results and varying parameters. As the use of podcasting for educational purposes is still in its infancy, standards for best practices are underdeveloped. One of the most commonly cited drawbacks of podcasts is the lack of student participation in the podcast production. Here we develop a podcast exam review created directly from student inquiries. We believe that providing a podcast that answers student inquiries directly will improve student engagement, increase short-term retention, and allow the efficacy of podcasting after one episode to be assessed. Methods Students enrolled in histology and neuroanatomy were asked to submit questions for each podcast exam review one week prior to the exam. The podcast narrators answered the student inquiries during each podcast episode. On each exam, questions related to content covered in the podcasts were tagged as podcast-multiple choice (P-MCQs) or podcast-short answer (SA-Ps). Questions relating to content only reviewed in class were labeled as class-MCQs (C-MCQs) or class short answer (SA-C). With each exam, students were asked to complete a survey relating to their utilization of the podcast. Based on self-reported usage, consenting students were divided into two groups, podcast users (PUs) and non-users (NPUs). Results from one exam were excluded as all of the students who completed the survey also listened to the podcast. At the end of Fall semester, a follow-up survey about the utility of the podcast was sent to the students. Results Performances on the P-MCQs or SA-Ps between PUs and NPUs were not significantly different (p=0.6). During the Neuroanatomy course, PUs tended to score higher on SA-Ps but this was not significant (p=0.53). Based on student comments, we extrapolated three themes: length, helpful, and engaging. Many students wished the podcasts were longer. Podcast listeners found it helpful to hear concepts repeated or described from a different perspective. Students also commented that they would listen to the podcast and draw or take notes to link to other concepts. Conclusion Overall, there was not a significant difference in performance on tagged MCQs or SAs between students who listened to or did not listen to the podcast, which was contradictory to our hypothesis but not unexpected based on adult learning theories. We did reveal that single episodes of podcasts are perceived to be beneficial based on student comments, which should help inform best-practices for educational podcasting. Student comments also suggested that they were linking various course concepts, which we believe is significant benefit of podcasting. Due to the extreme circumstances of the previous year, we were unable to obtain sufficient student feedback or responses post-semester. In the future, we believe that longer podcasts, that go beyond the questions posted by the students, can be created and still perceived as useful based on themes derived from student comments.

From the lecture theatre to your digital device: Reflections on the production of educational podcasts within undergraduate psychiatry training

IntroductionThe COVID-19 pandemic has highlighted a need for engaging online resources to enrich psychiatry training for undergraduate medical students. Podcasting is a well-established digital communication platform utilised daily in a myriad of capacities, including education. A group of medical students were tasked with creating their own educational podcasts covering specific aspects of psychiatry.ObjectivesEach pair was set a sub-topic of psychiatry and utilised software to produce educational resources. The objective of this project was to reflect upon production as well as explore the efficacy of podcasting as a tool within undergraduate training.MethodsThe medical students conducted research and contacted experts within the field to contribute to their podcasts. The majority of the students then conducted reviews of the literature surrounding podcasting within medical education, which informed the production of their own podcasts. From this, it was discussed how this project could impact future practice, and indicated that podcasts may become crucial asynchronous learning tools in medical education.ResultsLiterature review and first-hand experience of podcast production enabled the students to appreciate the advantages of podcasting and the potential for its widespread future applications. Their wider reading revealed that podcast-using study participants outperformed or matched their peers in assessments, and overwhelmingly enjoyed using podcasts over traditional teaching methods.ConclusionsThe use of podcasting can complement traditional psychiatry training and appeal to a generation of digital natives that prefer this learning style. Podcast production is also an excellent revision method, highlighting the advantages of peer-to-peer education in both learning and increasing engagement with psychiatry.DisclosureNo significant relationships.

Construção e validação de podcast com conteúdo educacional em saúde com participação ativa de acadêmicos de enfermagem

Objetivo: Descrever a construção e validação de um podcast educacional em saúde com participação ativa de acadêmicos de enfermagem. Método: Estudo metodológico desenvolvido em duas etapas. Na primeira etapa foi construído um podcast educacional com acadêmicos de enfermagem. Utilizando o gênero peça radiofônica para promoção da saúde em hanseníase. Na segunda o podcast foi submetido à validação de conteúdo por 22 juízes especialistas multidisciplinares das áreas de saúde, comunicação, educação e tecnologia educacional. Os dados foram analisados no software SPSS® Statistics, versão 20.0, sendo realizado o cálculo do I-IVC Índice de Validade de Conteúdo. Resultados: O IVC apresentou-se acima de 0,80 e a concordância foi satisfatória na maioria dos itens. Quanto à relevância, 25 de 30 itens tiveram I-IVC acima de 0,80 entre os juízes, considerando-o adequado para utilização em ações de educação em saúde. Os cinco itens abaixo de 0,80 foram alterados, conforme as sugestões. Considerações finais: Construir e validar o podcast educacional de forma participativa permitiu que os discentes conhecessem uma ferramenta educacional em formato de áudio, e a peça radiofônica como uma forma lúdica de levar conteúdos educacionais, permitindo visualizar que é possível elaborar e difundir conteúdos educacionais pautada na dialogicidade, em que os diversos atores envolvidos são protagonistas na produção e difusão de conteúdos.

Comparative analysis of international students' preferences in the use of modern information technologies in Russian and Chinese universities

Introduction. The actual problem of organizing the process of foreign language teaching in modern conditions is the selection and application of appropriate information technologies to increase students' motivation, form an interest in learning a foreign language, implement pedagogical tasks, optimize the learning process and carry out regular interaction with students within the educational process. At the same time, it is important to take into account the preference of the students themselves to choose one or another technology, since a significant part of Chinese students who learn Russian in China then continue studying it in Russian universities. The purpose of this study was to conduct a comparative analysis between foreign students studying in Russian and Chinese universities on the preferences in the use of modern information technology, as well as the way of interaction with the teacher when studying Russian. Research methods. The study involved 417 foreign students from Russian and Chinese universities. The main methods of research: analysis of scientific and methodological literature, survey method, comparative analysis method. The φ-Fisher's test was used to establish statistically significant differences between the two groups. Results. International students from Russian universities use educational videos on the Russian language more often than students from Chinese universities (φemp = 3.591; p &lt; 0.01). The educational platform Coursera is more often used by students studying at Chinese universities (φemp = 3.632; p &lt; 0.01). Mobile applications were more frequently used by Chinese university students (φemp = 4.048; p &lt; 0.01). There were no significant differences between the two groups in the frequency of use of voice assistants, online excursions and virtual travel services, educational environments, web quests, and educational podcasts during the study. The study of students' preferences in choosing a method of interaction with the teacher showed that 70% like to communicate with the teacher via messengers and 52% of respondents are ready to communicate with the teacher via videoconferencing. However, on average 85% responded that they prefer to study Russian in the classroom. Conclusion. The results of the study can be taken into account by teachers working with Chinese students when choosing modern information technologies, as well as ways of interaction with students in the framework of Russian language teaching.

Re: "Development of a medical education podcast in obstetrics and gynecology".

Re: "Development of a medical education podcast in obstetrics and gynecology".

Engaging Students Through Educational Podcasting: Three Stories of Implementation

While podcasting has been around for over a decade, this popular format is experiencing a resurgence. This phenomenon has led many educators to return to this medium and ask questions regarding the meaningful integration for teaching and learning. Podcasting lends itself to the idea of learning anywhere and at any time. The benefits of using audio, but specifically integrating podcasting, are well established in the literature. Student-created podcasts have been shown to improve reading, writing, and listening skills (Smythe and Neufeld 53:488–496, 2010) and promote student engagement and collaboration and lead to gains in literacy development (Morgan 91:71–73, 2015). Podcasts offer students opportunities to revisit classroom content and instruction while providing greater critical thinking opportunities (Shumack and Gilchrist 1:5–9, 2009). According to Vandenberg ((2):54, 2018), podcasting aids students in storytelling techniques that feature the importance of logical and coherent thinking. Additionally, incorporating either audio or video podcasts allows for a greater ability to personalize and accommodate learners (O’Bannon et al. 57:1885–1892, 2011). As educators begin to explore opportunities for podcasting within the classroom, this article presents three real-world case studies of implementation in various educational contexts: elementary, high school, and higher education. These cases provide insight into how these educators diversely implemented podcasting while minimizing challenges. Additionally, the authors offer a set of recommendations that can potentially guide the process towards successful implementation. Within this section, various technical tools and podcasting content are included to provide a practical starting point to jumpstart implementation.