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Grock A, Akuzawa H. With Great Podcasts Comes Great Responsibility. JAMA Netw Open 2024; 7:e2415614. [PMID: 38900430 DOI: 10.1001/jamanetworkopen.2024.15614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/21/2024] Open
Affiliation(s)
- Andrew Grock
- Department of Emergency Medicine, Greater Los Angeles VA Healthcare System, David Geffen School of Medicine at the University of California, Los Angeles
| | - Hiroko Akuzawa
- Department of Emergency Medicine, Greater Los Angeles VA Healthcare System, David Geffen School of Medicine at the University of California, Los Angeles
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Gottlieb M, Cooney R, Haas MRC, King A, Fung CC, Riddell J. A Randomized Trial Assessing the Effect of Exercise on Residents' Podcast Knowledge Acquisition and Retention. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2024; 99:575-581. [PMID: 38109353 DOI: 10.1097/acm.0000000000005592] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/20/2023]
Abstract
PURPOSE Podcasts are commonly used by residents as part of their learning, with many listening concomitantly with other activities (e.g., driving and exercise). The effects of exercise on learning are controversial, with some suggesting potential benefit and others suggesting impaired learning. This study examined whether exercise influences knowledge acquisition and retention among resident physicians listening to a podcast while exercising versus those with undistracted listening. METHOD This multicenter, randomized, crossover trial assessed emergency medicine residents across 5 U.S. institutions from September 2022 to January 2023. Residents were randomized to a group that listened to one 30-minute podcast while seated or a group that listened to a 30-minute podcast while engaging in 30 minutes of continuous aerobic exercise, with stratification by site and postgraduate year. Within 30 minutes of completing the podcast, they completed a 20-question multiple-choice test. They subsequently crossed over to the other intervention and listened to a different 30-minute podcast followed by another 20-question test. Each podcast focused on emergency medicine-relevant journal articles that had not been covered in journal club or curriculum at any sites. Residents also completed a 40-question delayed recall test with separate questions on both podcasts at 30 days. RESULTS Ninety-six residents were recruited for the study, with 95 (99.0%) completing the initial recall portion and 92 (97.0%) completing the delayed recall tests. No statistically significant differences were found between the exercise and seated cohorts on initial recall (74.4% vs 76.3%; d = -0.12; 95% CI, -0.33 to 0.08; P = .12) or delayed recall (52.3% vs 52.5%; d = -0.01; 95% CI, -0.22 to -0.19; P = .46). CONCLUSIONS Exercising while listening to podcasts did not appear to meaningfully affect knowledge acquisition or retention at 30 days when compared with listening while seated and undistracted.
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O'Neill S, Deegan J, Ramjit S, Reynolds JV, Donohoe CL. 'SurgTalk': The Educational Outcomes Associated With Development of a Surgical Podcast for Undergraduate Medical Students. JOURNAL OF SURGICAL EDUCATION 2024; 81:202-209. [PMID: 38160114 DOI: 10.1016/j.jsurg.2023.10.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Revised: 09/01/2023] [Accepted: 10/13/2023] [Indexed: 01/03/2024]
Abstract
OBJECTIVE Educational podcast series are becoming increasingly popular as free open access medical education (FOAMed) resources, however, the educational benefit associated with their use is unclear. The aim of this study was to assess the educational outcomes associated with the implementation of a surgical podcast series for undergraduate medical students. METHODS Two conversational case-based podcast episodes were recorded covering 2 common surgical presentations. Final-year medical students were recruited prospectively in January 2023 and underwent a baseline multiple choice question (MCQ) test covering the material within the podcast episodes. Participants were then provided with the episode files through encrypted Google Drive links. Two weeks following baseline assessment, students repeated the initial MCQ test and completed a postpodcast reaction survey. Data were analyzed using a paired t-test, multivariable regression analyses, and simple descriptive statistics. RESULTS Fifty students were enrolled in the study. All participants undertook the baseline assessment. About 98% completed the postpodcast MCQ, while 94% completed the postpodcast reaction survey. All participants who undertook the reaction survey (n = 47) found the podcast helpful in explaining surgical concepts, 92% of participants found the podcast enjoyable to listen to. The most commonly reported activity undertaken while listening was "commuting/driving" (n = 24, 48%). The mean baseline MCQ score was 44.6%. The mean postpodcast MCQ score was 65.51%. There was a mean absolute increase in test score of 20.2% from baseline which was statistically significant (95%CI 14.67-25.6, p < 0.001). CONCLUSION Implementation of this podcast series was associated with a statistically significant improvement in mean test score from baseline, reflecting knowledge acquisition. There was a positive user reaction and students were able to listen while performing other activities. Further evaluation of the educational outcomes associated with podcast use, particularly the effects on knowledge retention and clinical competence, is required.
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Affiliation(s)
- Susan O'Neill
- Department of Surgery, Trinity Centre for Health Sciences, Trinity College Dublin and St James' Hospital, Dublin, Ireland.
| | - Joseph Deegan
- Acute Medical Unit, St James' Hospital, Dublin, Ireland
| | - Sinéad Ramjit
- Department of Surgery, Trinity Centre for Health Sciences, Trinity College Dublin and St James' Hospital, Dublin, Ireland
| | - John V Reynolds
- Department of Surgery, Trinity Centre for Health Sciences, Trinity College Dublin and St James' Hospital, Dublin, Ireland
| | - Claire L Donohoe
- Department of Surgery, Trinity Centre for Health Sciences, Trinity College Dublin and St James' Hospital, Dublin, Ireland
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Riddell J, Kobner S, Padilla G. An Evaluation of Emergency Medicine Core Content Covered by Podcasts. West J Emerg Med 2023; 24:15-22. [PMID: 36735010 PMCID: PMC9897254 DOI: 10.5811/westjem.2022.11.57717] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Accepted: 11/15/2022] [Indexed: 01/29/2023] Open
Abstract
INTRODUCTION Podcasts are used broadly for learning in emergency medicine (EM); however, there is concern about the potential for knowledge gaps for learners who rely on podcasts for their learning. The extent to which EM podcasts cover the core curriculum of EM is not known; thus, we sought to quantify the extent to which podcasts represent the core content of our specialty. METHODS We performed a retrospective review of all EM podcast episodes published in 2019. All podcasts were given credit for the content they covered as it related to the 2016 American Board of Emergency Medicine (ABEM) Model of Clinical Practice in Emergency Medicine (EM Model). The primary outcome was a description of how podcasts represented the ABEM EM Model content topics compared to the topic representation of the ABEM Qualifying Exam. RESULTS We included 54 unique EM podcast programs and 1,193 podcast episodes. They covered 2,965 total EM Model core content topics. The topics most covered were "other" (which includes interpersonal skills and professionalism), procedures, and signs and symptoms. Musculoskeletal, hematology, and environmental each accounted for less than 1% of all topics covered. Almost three-quarters of podcast episodes covered other core competencies of the practice of EM. CONCLUSION Podcasts had a broad yet imbalanced coverage of the ABEM EM Model core content subtopics in 2019, with a notable coverage of other core competencies of the practice of EM. Learners, educators, and scholars should be mindful of these gaps and focus future work on exploring how podcasts should best be used in EM education.
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Affiliation(s)
- Jeffrey Riddell
- Keck School of Medicine of USC, Department of Emergency Medicine, Los Angeles, California
| | - Scott Kobner
- Keck School of Medicine of USC, Department of Emergency Medicine, Los Angeles, California
| | - Gabriel Padilla
- Alpert Medical School of Brown University, Department of Emergency Medicine, Providence, Rhode Island
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Zhang E, Trad N, Corty R, Zohrob D, Trivedi S, Rodman A. How podcasts teach: A comprehensive analysis of the didactic methods of the top hundred medical podcasts. MEDICAL TEACHER 2022; 44:1146-1150. [PMID: 35531609 DOI: 10.1080/0142159x.2022.2071691] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
PURPOSE Medical podcasts have grown in popularity, but little is known about their didactic methods. This study sought to systemically describe the pedagogical approach employed by the 100 most popular medical podcasts in the United States. This study also aimed to assess factors related to quality control and conflicts of interest in podcasting. METHODS The authors averaged the rank positions for Apple podcasts in the Medicine category in the United States from 06/01/18 to 09/30/20 to generate a list of the 100 highest-ranked medical podcasts. They developed and validated a categorization system of didactic methods based on Bloom's taxonomy and collected data on didactic methods, as well as podcast affiliation, target audience, format, advertising, continuing medical education (CME) offerings, and presence of a reference list or review process. RESULTS Of the 100 most popular medical podcasts, 91 are educational. Of those, 51 are podcasts intended for physician education (PIPEs) while 40 are intended for other audiences, including the general public, nurses, and physical therapists. Compared with podcasts intended for other audiences, PIPEs engage higher levels of Bloom's taxonomy (p < 0.001). Among PIPEs, 18 (35.2%) are affiliated with an individual, 16 (31.4%) with a company, and 12 (23.5%) with a professional journal. 38 PIPEs (74.5%) are targeted toward all levels of medical learners. PIPEs are significantly more likely to list references or have a peer review process in place (n = 37, 72.5% vs. n = 15, 37.5%, p = 0.001) and offer CME credits (n = 20, 39.2% vs. n = 2, 5.0%, p < 0.001) than podcasts intended for other audiences. CONCLUSIONS Medical podcasts employ a variety of didactic methods, including those ranked highly on Bloom's taxonomy. Unlike traditional medical education, PIPEs are commonly produced by individuals or companies and targeted to all levels of medical learners.
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Affiliation(s)
| | | | - Robert Corty
- Department of Internal Medicine, Vanderbilt University Medical Center, Nashville, TN, USA
| | | | - Shreya Trivedi
- Harvard Medical School, Boston, MA, USA
- Division of General Internal Medicine, Department of Medicine, Beth Israel Deaconess Medical Center, Boston, MA, USA
- Innovations in Media and Education Delivery (iMED) Initiative, Beth Israel Deaconess Medical Center, Boston, MA, USA
| | - Adam Rodman
- Harvard Medical School, Boston, MA, USA
- Division of General Internal Medicine, Department of Medicine, Beth Israel Deaconess Medical Center, Boston, MA, USA
- Innovations in Media and Education Delivery (iMED) Initiative, Beth Israel Deaconess Medical Center, Boston, MA, USA
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Hanafi S, Nahiddi N, Rana A, Bawks J, Chen L, Fage B, Raben A, Singhal N, Hall E. Enhancing Psychiatry Education through Podcasting: Learning from the Listener Experience. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2022; 46:599-604. [PMID: 35107818 DOI: 10.1007/s40596-022-01585-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Accepted: 01/06/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVE Podcasts have recently been introduced into psychiatry education, despite limited evidence evaluating podcasting in medical education. PsychEd is an educational, publicly available podcast targeting junior learners in psychiatry. This study characterized PsychEd's listeners and the podcast's role in their education. METHODS The study involved a mixed-methods survey, followed by semi-structured phone interviews with respondents. There were 97 survey responders in total, of whom 9 participated in a telephone interview. Survey responses were coded as interval data and analyzed descriptively using statistical software. Interviews were transcribed and coded for emergent themes using a grounded theory model. RESULTS PsychEd listeners represented an interprofessional audience, with 46 respondents (48%) being physicians or physicians in training, and 34 (35%) being allied mental health professionals. All respondents (100%) rated the podcast as "helpful" or "very helpful" for general knowledge. Listeners were attracted to PsychEd for the auditory learning format, the opportunity to review existing knowledge, the focus on core topics, the Canadian expertise, and the presentation of "clinical pearls." Respondents highlighted valuable qualities of a psychiatry podcast: conversational, case-based, narrative approach, longer episodes (i.e., 30-60 minutes) as compared to other medical specialties, and a clinical focus. Furthermore, they identified podcasts as an opportunity for shared interprofessional curricula. CONCLUSION This study is the first to examine the motivations and experiences of listeners of a psychiatry educational podcast. The findings support existing literature on the benefits of podcasts in medical education. Future studies should explore the impact of podcasts on learning and behaviors.
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Affiliation(s)
| | | | - Aarti Rana
- University of Toronto, Toronto, ON, Canada
| | | | - Lu Chen
- University of Toronto, Toronto, ON, Canada
- Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Bruce Fage
- Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Alex Raben
- University of Toronto, Toronto, ON, Canada
- Centre for Addiction and Mental Health, Toronto, ON, Canada
| | | | - Elise Hall
- University of Toronto, Toronto, ON, Canada
- St. Michael's Hospital, Toronto, ON, Canada
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7
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Hernandez R, Ivan Y, Esperanza E, Little A. Pediatric Emergency Medicine Podcasts: Current Status. Cureus 2022; 14:e28384. [PMID: 36043201 PMCID: PMC9411709 DOI: 10.7759/cureus.28384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/25/2022] [Indexed: 11/07/2022] Open
Abstract
Background: Podcasting has become a primary delivery model for medical content among various specialties. Although this model is still growing, it has become an essential tool for many learners, educators, and institutions. Because of this rapid growth, there is an unknown availability of podcasts for each specialty. Objectives: This paper aimed to evaluate the podcasts currently available in the subspecialty of pediatric emergency medicine (PEM). Methods: The investigators sought to evaluate the prevalence of PEM podcasts from the end-user's (medical students, residents, etc.) perspective. This was completed by performing a simple internet search using the term “podcasts in pediatric emergency medicine.” Using Google Search, the first 50 results were analyzed. Results: For PEM, there were only eight podcasts found, five of which were active. Conclusion: PEM podcasts in comparison to other specialties are currently underrepresented and lacking in this important resource. The authors call on PEM physicians, educators, and organizations to consider creating content in this educational space.
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Kelly JM, Perseghin A, Dow AW, Trivedi SP, Rodman A, Berk J. Learning Through Listening: A Scoping Review of Podcast Use in Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:1079-1085. [PMID: 34935729 PMCID: PMC11002568 DOI: 10.1097/acm.0000000000004565] [Citation(s) in RCA: 38] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE To improve understanding of podcast use in medical education by examining current research on descriptive attributes and educational outcomes, highlighting implications of the current evidence base for educational practices, and identifying research gaps to guide future investigation. METHOD The authors conducted a scoping review, searching PubMed and Embase databases in June-July 2020 for English-language studies of audio-only medical education podcast use in undergraduate, graduate, and continuing medical education. The authors excluded studies without original data or with nonphysician data that could not be separated from physician data. From included studies, the authors extracted data regarding descriptive outcomes (e.g., podcast use, content areas, structure) and educational outcomes (classified using Kirkpatrick's 4 levels of evaluation). RESULTS Of 491 unique articles, 62 met inclusion criteria. Descriptive outcomes were reported in 44 studies. Analysis of these studies revealed podcast use has increased over time, podcasts are a top resource for resident education, and podcasts are being incorporated into formal medical curricula. Educational outcomes were reported in 38 studies. The 29 studies that assessed learner reaction and attitudes to podcasts (Kirkpatrick level 1) showed learners value podcasts for their portability, efficiency, and combined educational and entertainment value. The 10 studies that assessed knowledge retention (Kirkpatrick level 2) showed podcasts to be noninferior to traditional teaching methods. The 11 studies that assessed behavior change (Kirkpatrick level 3) showed improved documentation skills in medical students and self-reported practice change in residents and practicing physicians after listening to podcasts. None of the studies reported system change or patient outcomes (Kirkpatrick level 4). CONCLUSIONS Future research should focus on the optimal structure of podcasts for learning, higher-level outcomes of podcasts, and the implementation of podcasts into formal curricula. Podcasts may prove to be essential tools for disseminating and implementing the most current, evidence-based practices.
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Affiliation(s)
- Jessica M Kelly
- J.M. Kelly is a first-year pediatric emergency medicine fellow, Division of Emergency Medicine, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Andrea Perseghin
- A. Perseghin is director of continuing education, VCU Health, Richmond, Virginia
| | - Alan W Dow
- A.W. Dow is assistant vice president of health sciences for Interprofessional Education and Collaborative Care, Department of Medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia
| | - Shreya P Trivedi
- S.P. Trivedi is instructor of medicine, Department of Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts
| | - Adam Rodman
- A. Rodman is instructor of medicine, Department of Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts
| | - Justin Berk
- J. Berk is assistant professor, Departments of Medicine and Pediatrics, Warren Alpert Medical School, Brown University, Providence, Rhode Island; ORCID: https://orcid.org/0000-0002-2865-7464
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9
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Vanstrum EB, Badash I, Wu FM, Ma HJ, Sarode DN, Chambers TN, Johns MM. The Role of Educational Podcast Use Among Otolaryngology Residents. Ann Otol Rhinol Laryngol 2022; 131:1353-1357. [PMID: 35021910 DOI: 10.1177/00034894211072996] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE 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. METHODS 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. 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. CONCLUSIONS 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.
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Affiliation(s)
| | - Ido Badash
- Caruso Department of Otolaryngology, Head and Neck Surgery, University of Southern California, Los Angeles, CA, USA
| | | | | | | | - Tamara N Chambers
- Caruso Department of Otolaryngology, Head and Neck Surgery, University of Southern California, Los Angeles, CA, USA
| | - Michael M Johns
- Caruso Department of Otolaryngology, Head and Neck Surgery, University of Southern California, Los Angeles, CA, USA
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10
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Kalnow A, Beck-Esmay J, Riddell J, Casey J, Carlson JN, Rezaie SR, Little A. Continuing Medical Education Delivery Preferences Among Physicians and Advanced Practice Providers in Emergency Medicine. Cureus 2021; 13:e20406. [PMID: 35047249 PMCID: PMC8756552 DOI: 10.7759/cureus.20406] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/14/2021] [Indexed: 11/05/2022] Open
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Gottlieb M, Riddell J, Cooney R, King A, Fung CC, Sherbino J. Maximizing the Morning Commute: A Randomized Trial Assessing the Effect of Driving on Podcast Knowledge Acquisition and Retention. Ann Emerg Med 2021; 78:416-424. [PMID: 33931254 DOI: 10.1016/j.annemergmed.2021.02.030] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Revised: 02/25/2021] [Accepted: 02/25/2021] [Indexed: 01/21/2023]
Abstract
STUDY OBJECTIVE Emergency medicine residents use podcasts as part of their learning process, often listening while driving. It is unclear how driving while listening to a podcast affects knowledge acquisition and retention. This study evaluated the knowledge gained from listening to podcasts while driving compared to that gained from undistracted listening. METHODS This was a multicenter, randomized, crossover trial among postgraduate year (PGY) 1 to 4 emergency medicine residents at 4 institutions. Residents were randomized with stratification by site and PGY level to listen to podcasts while driving first or sitting undistracted in a room first. Within 30 minutes of listening, they completed a 20-question test. They subsequently crossed over to the alternate intervention, serving as their own controls, and listened to a different podcast before completing a second 20-question test. Each of the podcasts was professionally recorded and based on 5 emergency medicine-relevant journal articles that had not been covered in a journal club or curriculum at any of the institutions. One month later, participants completed a delayed recall test composed of 40 new questions based on both podcasts. Questions were derived and validity evidence was collected prior to use. Data were compared using a paired-sample t test and ANOVA. RESULTS A total of 100 residents completed the initial recall tests, and 96 residents completed the delayed recall test. There was no statistically significant difference between the driving and undistracted cohorts on the initial recall (74.2% versus 73.3%) or delayed recall (52.2% versus 52.0%). CONCLUSION Driving while listening to a podcast does not meaningfully affect knowledge acquisition or retention when compared with undistracted podcast listening among emergency medicine residents.
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Affiliation(s)
- Michael Gottlieb
- Department of Emergency Medicine, Rush University Medical Center, Chicago, IL.
| | - Jeffrey Riddell
- Department of Emergency Medicine, University of Southern California Keck School of Medicine, Los Angeles, CA
| | - Robert Cooney
- Department of Emergency Medicine, Geisinger Medical Center, Danville, PA
| | - Andrew King
- Department of Emergency Medicine, The Ohio State University Medical Center, Columbus, OH
| | - Cha-Chi Fung
- Department of Medical Education, University of Southern California Keck School of Medicine, Los Angeles, CA
| | - Jonathan Sherbino
- Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada
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Rodman A, Abrams HR, Watto M, Trivedi S, Barbee J, Meraz-Munoz A, Fried MC. Medical Podcasting in Low- and Middle-Income Countries: A Needs Assessment and Vision for the Future. TEACHING AND LEARNING IN MEDICINE 2021; 33:416-422. [PMID: 33587858 DOI: 10.1080/10401334.2021.1875834] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Phenomenon: Physician shortages in low- and middle-income countries (LMIC) have led to increased interest in using e-learning tools for training. Organic digital education (ODE)-digital scholarship largely created outside of formal medical curricula-has increased in popularity over the past decade. Medical podcasting has become one of the most prominent asynchronous ODE sources for learners in high-income (HI) countries; there have been no previous attempts to characterize their use in LMIC. Approach: Listener data from a 2-year period from three major internal medicine podcasts-Bedside Rounds, Core IM, and The Curbsiders-were aggregated, 188 episodes in total. These data were subdivided into country by top-level domain, normalized by population, and grouped together by World Bank income levels and English-speaking status. This methodology was also repeated to compare individual episodes on topics more versus less relevant to learners in LMIC. Findings: Over a 2-year period, the three podcasts had a total of 2.3 million unique downloads and were listened to in 192 of 207 countries worldwide. Overall, 91.5% of downloads were in HI countries, with 8.2% in LMIC. A total of 86.1% of listens were in countries with English as an official or unofficial listed language, whereas 13.8% were in countries without. Normalized for population, listeners in HI countries represented 970.5 listens per million population compared with 12.4 per million in LMIC. An analysis of individual episodes by topic showed that material more relevant to learners in LMIC had significantly more listeners from these countries. Insights: Compared with other forms of ODE, medical podcasting has much lower uptake in LMIC. However, there are considerable opportunities for growth. Medical podcasters in HI countries should be aware of a potential global audience and should take concrete steps to ensure a diversity of content and to periodically audit their data. Medical educators in LMIC should consider podcasting as a potentially powerful form of teaching. International medical educational organizations as well as podcasting organizations should provide resources for educators in these countries.
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Affiliation(s)
- Adam Rodman
- Department of Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts, USA
| | - Hannah R Abrams
- Department of Medicine, Massachusetts General Hospital, Boston, Massachusetts, USA
| | - Matthew Watto
- Department of Medicine, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Shreya Trivedi
- Department of Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts, USA
| | - Jeff Barbee
- College of Medicine, The Ohio State University, Columbus, Ohio, USA
| | | | - Martin C Fried
- Department of Medicine, the Ohio State University Wexner Medical Center, Columbus, Ohio, USA
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13
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Ow GM, Shipley LC, Nematollahi S, Stetson GV. Morning report for all: a qualitative study of disseminating case conferences via podcasting. BMC MEDICAL EDUCATION 2021; 21:392. [PMID: 34294060 PMCID: PMC8295545 DOI: 10.1186/s12909-021-02799-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2021] [Accepted: 06/21/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Despite its long-established importance, diagnostic reasoning (DR) education has suffered uneven implementation in medical education. The Clinical Problem Solvers (CPSolvers) podcast has emerged as a novel strategy to help teach DR through case conferences with expert diagnosticians and trainees. CPSolvers has 25,000 listeners in 147 countries. The aim of this study was to evaluate the podcast by eliciting the developers' goals of the podcast, then determining to what extent they aligned with the listeners' actual usage habits, features they valued, and perceptions of the podcast. METHODS We conducted semi-structured interviews with 3 developers and 8 listeners from April-May 2020, followed by qualitative thematic analysis. RESULTS Three major developer goals with sub-goals resulted: 1. To teach diagnostic reasoning in a case-based format by (1a) teaching schemas, (1b) modeling expert diagnostic reasoning, (1c) teaching clinical knowledge, and (1d) teaching diagnostic reasoning terminology. 2. To change the culture of medicine by (2a) promoting diversity, (2b) modeling humility and promoting psychological safety, and (2c) creating a fun, casual way to learn. 3. To democratize the teaching of diagnostic reasoning by leveraging technology. Listeners' usage habits, valued features, and perceptions overall strongly aligned with all these aspects, except for (1c) clinical knowledge, and (1d) diagnostic reasoning terminology. Listeners identified (1a) schemas, and (2c) promotion of psychological safety as the most valuable features of the podcast. CONCLUSION CPSolvers has been perceived as a highly effective and novel way to disseminate DR education in the form of case conferences, serving as an alternative to traditional in-person case conferences suspended during COVID-19. CPSolvers combines many known benefits of in-person case conferences with a compassionate and entertaining teaching style, plus advantages of the podcasting medium - democratizing morning report for listeners around the world.
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Affiliation(s)
- Gregory M Ow
- University of California, 513 Parnassus, Suite S-245, San Francisco, CA, 94143-0454, USA.
| | | | | | - Geoffrey V Stetson
- University of California, 513 Parnassus, Suite S-245, San Francisco, CA, 94143-0454, USA
- San Francisco VA Medical Center, San Francisco, USA
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14
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Riddell JC, Robins L, Sherbino J, Brown A, Ilgen J. Residents' Perceptions of Effective Features of Educational Podcasts. West J Emerg Med 2020; 22:26-32. [PMID: 33439799 PMCID: PMC7806333 DOI: 10.5811/westjem.2020.10.49135] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Accepted: 10/15/2020] [Indexed: 11/11/2022] Open
Abstract
INTRODUCTION Educational podcasts are used by emergency medicine (EM) trainees to supplement clinical learning and to foster a sense of connection to broader physician communities. Yet residents report difficulties remembering what they learned from listening, and the features of podcasts that residents find most effective for learning remain poorly understood. Therefore, we sought to explore residents' perceptions of the design features of educational podcasts that they felt most effectively promoted learning. METHODS We used a qualitative approach to explore EM trainees' experiences with educational podcasts, focusing on design features that they found beneficial to their learning. We conducted 16 semi-structured interviews with residents from three institutions from March 2016-August 2017. Interview transcripts were analyzed line-by-line using constant comparison and organized into focused codes, conceptual categories, and then key themes. RESULTS The five canons of classical rhetoric provided a framework for thematically grouping the disparate features of podcasts that residents reported enhanced their learning. Specifically, they reported valuing the following: 1) Invention: clinically relevant material presented from multiple perspectives with explicit learning points; 2) Arrangement: efficient communication; 3) Style: narrative incorporating humor and storytelling; 4) Memory: repetition of key content; and 5) Delivery: short episodes with good production quality. CONCLUSION This exploratory study describes features that residents perceived as effective for learning from educational podcasts and provides foundational guidance for ongoing research into the most effective ways to structure medical education podcasts.
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Affiliation(s)
- Jeffrey C. Riddell
- Keck School of Medicine, University of Southern California, Department of Emergency Medicine, Los Angeles, California
| | - Lynne Robins
- University of Washington, Department of Biomedical Informatics and Medical Education, Seattle, Washington
| | | | - Alisha Brown
- Virginia Mason Hospital and Medical Center, Department of Emergency Medicine, Seattle, Washington
| | - Jonathan Ilgen
- University of Washington, Department of Emergency Medicine, Seattle, Washington
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