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Schneider S, Bergmann C, Becker F, Risse L, Isner C, Stocker H, Feufel MA, Röhrig A, Kurzai O, Lâm TT, Hagel S, Pletz MW, Gastmeier P, Wiese-Posselt M. Teaching prudent antibiotic use on the go: a descriptive report on development, utilization and listener satisfaction of an educational podcast format for medical students and young professionals. Antimicrob Resist Infect Control 2024; 13:50. [PMID: 38734660 PMCID: PMC11088774 DOI: 10.1186/s13756-024-01402-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2023] [Accepted: 04/24/2024] [Indexed: 05/13/2024] Open
Abstract
BACKGROUND An important component in fostering the responsible use of antibiotics is training of new and future prescribers in this interdisciplinary topic. Because podcasts are playing an increasing role in medical education, we aimed to develop and evaluate a podcast format with practice and guideline-oriented learning content on antibiotic therapy for medical students and young medical professionals. METHODS We developed the concept for the podcast with the direct involvement of medical students and medical experts with teaching experience. We used video conferencing when recording the episodes in order to have quick, easy, and nationwide access to the experts involved. We released an episode every 2 to 4 weeks on the popular podcast platforms. The podcast was promoted through mailing lists, social and print media, and at conferences. The evaluation of episodes was based on user data provided by the platforms and an anonymous feedback questionnaire linked to each episode in the podcast notes. RESULTS Between December 2021 and December 2022 19 episodes of InfectEd: der Antibiotika-Podcast were released. The mean duration of an episode was 91 min. By March 9, 2023, a total of 38,829 downloads and streams had been recorded. The majority of users listened to the podcast on a mobile device. The average playing time per episode was 65%. The feedback questionnaire was completed 135 times. 60.7% of respondents were female, 38.5% male. The majority of respondents were in their twenties and thirties (66.7%). 31.1% were medical students, 25.9% were residents, and 25.2% were specialists. Listeners were asked to rate episodes on a scale from 1 to 6, where 1 was "very good" and 6 was "insufficient." Ratings did not differ significantly between female and male respondents or between medical students and others. 118 respondents (87.4%) reported an increase in knowledge. Free-text feedback frequently emphasized clinical and also exam relevance. CONCLUSION Our podcast format, developed with a user-centered approach, was broadly distributed and has been well accepted by both medical students and physicians alike. It provides a large number of learners with low-threshold access to current, guideline-orientated content and could be a useful supplement to conventional teaching formats.
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Affiliation(s)
- Sandra Schneider
- Institute of Hygiene and Environmental Medicine, Charité - Universitätsmedizin Berlin corporate member of Freie Universität Berlin, Humboldt- Universität zu Berlin, Hindenburgdamm 27, Berlin, 12203, Germany
- Helios Klinikum Emil-von-Behring, Walterhöfer Str. 11, Berlin, 14165, Germany
| | - Clara Bergmann
- Institute of Hygiene and Environmental Medicine, Charité - Universitätsmedizin Berlin corporate member of Freie Universität Berlin, Humboldt- Universität zu Berlin, Hindenburgdamm 27, Berlin, 12203, Germany
| | - Felicia Becker
- Institute of Hygiene and Environmental Medicine, Charité - Universitätsmedizin Berlin corporate member of Freie Universität Berlin, Humboldt- Universität zu Berlin, Hindenburgdamm 27, Berlin, 12203, Germany
| | - Lukas Risse
- Institute of Hygiene and Environmental Medicine, Charité - Universitätsmedizin Berlin corporate member of Freie Universität Berlin, Humboldt- Universität zu Berlin, Hindenburgdamm 27, Berlin, 12203, Germany
| | - Caroline Isner
- Klinik für Innere Medizin-Infektiologie, Vivantes Auguste-Viktoria-Klinikum, Rubensstr. 125, Berlin, 12157, Germany
| | - Hartmut Stocker
- Department of Infectious Diseases, St. Joseph Hospital, Berlin-Tempelhof, Wüsthoffstr. 15, Berlin, 12101, Germany
| | - Markus A Feufel
- Department of Psychology and Ergonomics (IPA), Division of Ergonomics, Technische Universität Berlin, Marchstr. 23, Berlin, 10587, Germany
| | - Alina Röhrig
- Department of Psychology and Ergonomics (IPA), Division of Ergonomics, Technische Universität Berlin, Marchstr. 23, Berlin, 10587, Germany
| | - Oliver Kurzai
- Institute for Hygiene and Microbiology, University of Würzburg, Josef-Schneider-Str. 2, Würzburg, 97080, Germany
| | - Thiên-Trí Lâm
- Institute for Hygiene and Microbiology, University of Würzburg, Josef-Schneider-Str. 2, Würzburg, 97080, Germany
| | - Stefan Hagel
- Institute for Infectious Diseases and Infection Control, Jena University Hospital, Am Klinikum 1, Jena, 07747, Germany
| | - Mathias W Pletz
- Institute for Infectious Diseases and Infection Control, Jena University Hospital, Am Klinikum 1, Jena, 07747, Germany
| | - Petra Gastmeier
- Institute of Hygiene and Environmental Medicine, Charité - Universitätsmedizin Berlin corporate member of Freie Universität Berlin, Humboldt- Universität zu Berlin, Hindenburgdamm 27, Berlin, 12203, Germany
| | - Miriam Wiese-Posselt
- Institute of Hygiene and Environmental Medicine, Charité - Universitätsmedizin Berlin corporate member of Freie Universität Berlin, Humboldt- Universität zu Berlin, Hindenburgdamm 27, Berlin, 12203, Germany.
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Chaiklin C, Onyango J, Heublein M, Gielissen K, Kryzhanovskaya IE. Twelve tips for integrating podcasts into medical education curricula. MEDICAL TEACHER 2024; 46:621-625. [PMID: 37972567 DOI: 10.1080/0142159x.2023.2280118] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2023]
Abstract
Engagement with medical education podcasts among health professions learners has been increasing steadily over the last several years. Prior '12 Tips' publications have focused on helping medical educators create and publish their own podcasts. However, there is a gap in available resources to help educators incorporate an already existing and growing library of medical education podcasts into their curriculum rather than create their own. In this paper, the authors provide medical educators '12 Tips' on how to integrate podcasts into their teaching sessions grounded in fundamental principles of curriculum development, cognitive science, and accessibility.
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Affiliation(s)
- Charlotte Chaiklin
- Assistant Professor of Medicine, Division of General Internal Medicine, University of Florida, FL, USA
| | - Joshua Onyango
- Assistant Professor of Medicine, Division of General Internal Medicine, Vanderbilt University Medical Center, TN, USA
| | - Molly Heublein
- Associate Professor of Medicine, UCSF Department of General Internal Medicine, CA, USA
| | - Katherine Gielissen
- Assistant Professor of Medicine and Pediatrics, Emory University School of Medicine, GA, USA
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Mistry RH, Hausrath DJ, Patel VG. Utility of a Novel Trainee-Level Hematology/Oncology Podcast in Graduate Medical Education: a Pilot Study. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2024; 39:106-110. [PMID: 37950134 DOI: 10.1007/s13187-023-02382-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/30/2023] [Indexed: 11/12/2023]
Abstract
Asynchronous learning continues to gain popularity in medical education. One medium to facilitate asynchronous learning is the podcast. Currently, there are a limited number of hematology/oncology (H/O) podcasts geared towards residents and fellows ("trainees"). To address this need, we created a series of podcasts covering fundamental H/O topics for H/O fellows and internal medicine residents rotating on H/O services. We evaluate the effectiveness of this approach in this pilot study. Between September 2022 and February 2023, residents received recommended episodes via email prior to their rotation. Following their rotation, they received a survey. H/O fellows were encouraged to listen to any available episodes during the study period, after which they also received a survey. The survey collected baseline user information and included a 5-point Likert scale to determine if the podcast episodes were effective educational tools. Summary description was performed by the authors. In total 7 internal medicine residents (27 eligible) and 13 H/O fellows (18 eligible) completed the survey, for a total group of 20 respondents. The trainees found that the podcast helped with inpatient and outpatient management, was clinically relevant, and helped with clinical decision-making. They also agreed that the fundamentals of H/O are amenable to the podcast platform and are likely to continue to use podcasts as learning tools in H/O. This pilot study suggests that podcasts are an effective supplemental learning tool for the fundamentals of H/O in graduate medical education. The use of podcasts as educational tools should be encouraged for trainees.
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Affiliation(s)
- Ronak H Mistry
- Division of Hematology/Oncology, Department of Medicine, Vanderbilt University Medical Center, 2220 Pierce Avenue, 777 Preston Research Building, Nashville, Tennessee, 37232, USA.
| | - Daniel J Hausrath
- Division of Hematology/Oncology, Department of Medicine, Vanderbilt University Medical Center, 2220 Pierce Avenue, 777 Preston Research Building, Nashville, Tennessee, 37232, USA
| | - Vivek G Patel
- Division of Hematology/Oncology, Department of Medicine, Vanderbilt University Medical Center, 2220 Pierce Avenue, 777 Preston Research Building, Nashville, Tennessee, 37232, USA
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Ho D, Horta L, Bhadola S, Kaku MC, Lau KHV. Podcast-Based Medical Education and Content Alignment with National Education Bodies. MEDICAL SCIENCE EDUCATOR 2024; 34:349-355. [PMID: 38686162 PMCID: PMC11055842 DOI: 10.1007/s40670-023-01971-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/21/2023] [Indexed: 05/02/2024]
Abstract
Introduction Despite the rapid expansion of medical education podcasts in the past decade, there are few efforts to characterize the landscape of available content for specific medical specialties. We trialed a method of rigorous characterization for the field of neurology. Materials and Methods Using a censoring date of July 25, 2022, we queried the top three podcast platforms for neurology education podcasts: Apple Podcasts, Spotify, and Google Podcasts. We characterized podcasts based on total number of episodes, episode release frequency, target audience, and affiliation type. We characterized individual episodes by length and primary content area as defined by the Accreditation Council for Graduate Medical Education (ACGME) and American Board of Psychiatry and Neurology (ABPN). We compared content availability with content recommendations from these education bodies. Results We identified 30 podcasts sharing 1772 episodes and totaling 46,287 min. The ACGME subspecialties most frequently covered were vascular neurology (5082 total min, 11%), neuroimmunology (4,406, 10%), and neuromuscular diseases (3,771, 8%). Subjects that were underrepresented included palliative neurology (89 min, 0.2%), neuropathology (95 min, 0.2%), and bioethics (171 min, 0.4%). The coverage of ABPN examination topics varied substantially from the content distribution for the examination. Discussion The current landscape of neurology education podcasts features heterogeneous coverage of topics and varies considerably from recommended distribution of content by national education bodies. As podcasts have tremendous potential in supplementing neurology education, characterizing available content may help various stakeholders in the neurology education pipeline optimize the use of this e-learning modality. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01971-0.
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Affiliation(s)
- Dave Ho
- Department of Neurology, Boston University School of Medicine, 725 Albany Street, Floor 7, Boston, MA 02118 USA
| | - Lucas Horta
- Department of Neurology, Boston University School of Medicine, 725 Albany Street, Floor 7, Boston, MA 02118 USA
| | - Shivkumar Bhadola
- Department of Neurology, Boston University School of Medicine, 725 Albany Street, Floor 7, Boston, MA 02118 USA
| | - Michelle C. Kaku
- Department of Neurology, Icahn School of Medicine at Mount Sinai, New York, NY USA
| | - K. H. Vincent Lau
- Department of Neurology, Boston University School of Medicine, 725 Albany Street, Floor 7, Boston, MA 02118 USA
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Masters K, Correia R, Nemethy K, Benjamin J, Carver T, MacNeill H. Online learning in health professions education. Part 2: Tools and practical application: AMEE Guide No. 163. MEDICAL TEACHER 2024; 46:18-33. [PMID: 37740948 DOI: 10.1080/0142159x.2023.2259069] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/25/2023]
Abstract
Part 1 of the AMEE Guide Online learning in health professions education focused on foundational concepts such as theory, methods, and instructional design in online learning. Part 2 builds upon Part 1, introducing technology tools and applications of these foundational concepts by exploring the various levels (from beginner to advanced) of utilisation, while describing how their usage can transform Health Professions Education. This Part covers Learning Management Systems, infographics, podcasting, videos, websites, social media, online discussion forums, simulation, virtual patients, extended and virtual reality. Intertwined are other topics, such as online small group teaching, game-based learning, FOAM, online social and collaboration learning, and virtual care teaching. We end by discussing digital scholarship and emerging technologies. Combined with Part 1, the overall aim of Part 2 is to produce a comprehensive overview to help guide effective use online learning in Health Professions Education.
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Affiliation(s)
- Ken Masters
- Medical Education and Informatics Department, College of Medicine and Health Sciences, Sultan Qaboos University, Sultanate of Oman
| | | | - Kataryna Nemethy
- Baycrest Academy, Dalla Lana School of Public Health, University of Toronto, Toronto, Canada
| | - Jennifer Benjamin
- Department of Education Innovation and Technology, Texas Childrens Hospital (TCH), Texas, USA
| | | | - Heather MacNeill
- Department of Medicine, Continuing Professional Development, University of Toronto, Toronto, Canada
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Mohallem AGDC, Cunha MLR, Pancieri APL, Franco FAL, Dutra LA, Moraes MW, Dellê H. Quality of podcasts recorded by nursing lecturers as pre-class learning material for students: An observational study. Nurse Educ Pract 2023; 71:103721. [PMID: 37499536 DOI: 10.1016/j.nepr.2023.103721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2023] [Revised: 06/19/2023] [Accepted: 07/03/2023] [Indexed: 07/29/2023]
Abstract
AIM To evaluate the quality of podcasts produced by lecturers as pre-class learning material; to verify lecturers' buy-in, after a specific workshop, regarding the practice of producing and using podcasts. BACKGROUND The teaching-learning process has undergone significant changes in recent years with the proposal of the flipped classroom strategy, which places the student at the center of the learning process and uses technology that requires adaptation of lecturers, both inside and outside the classroom. Pre-class learning material is one of the features of the flipped classroom model. It provides basic concepts for problem solving in small group discussion in classroom. Podcasts for this educational purpose are a recent technology and their innovative characteristics require deeper understanding in terms of their influence and usability. DESIGN Prospective, descriptive and quantitative study. SETTING AND POPULATION A workshop on the production of educational podcasts was offered to 23 lecturers on the Nursing course. METHODS Data were collected in the second semester of 2021 and the quality analysis was based on criteria available in the literature. RESULTS Eighteen professors (78 %) participated in the study and 46 podcasts were produced. Most professors being nurses (61 %), followed by biologists (28 %). Most have a doctorate degree (72 %). These podcasts were available for a mean of five days before the classes and their mean access rate by students was 58 %. There was no correlation between the access rate and the period of availability before the relative class. Most podcasts were informative (100 %) and monologues (98 %). The average duration was 6.2 min, which is within the ideal duration recommended in the literature. All of the podcasts included a description of the learning objectives at the beginning and most of them also included a closing message at the end. CONCLUSION The nursing lecturers were able to produce their podcasts, which met quality criteria and reached the standards suggested by experts in the field.
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Affiliation(s)
| | - Mariana Lucas Rocha Cunha
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Ana Paula Loreto Pancieri
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Fernando Alves Lima Franco
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Livia Almeida Dutra
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Marcia Wanderley Moraes
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
| | - Humberto Dellê
- Faculdade Israelita de Ciências da Saúde Albert Einstein at Hospital Israelita Albert Einstein, São Paulo, SP, Brazil; Postgraduate Program in Medicine, Universidade Nove de Julho (Uninove), São Paulo, SP, Brazil.
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Windram JD, Neal A, McMahon CJ. Evolution in Congenital Cardiology Education: The Rise of Digital-Learning Tools. CJC PEDIATRIC AND CONGENITAL HEART DISEASE 2023; 2:93-102. [PMID: 37970528 PMCID: PMC10642146 DOI: 10.1016/j.cjcpc.2022.12.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 12/23/2022] [Indexed: 11/17/2023]
Abstract
Technology-enhanced learning is now an established part of medical education due to its ready availability and on-demand nature. This offers new opportunities but also challenges to both learners and teachers. This review outlines the current use of social media tools and online resources in medical education with a particular emphasis on congenital cardiology. It provides strategies to the reader on how to optimize learning in the digital environment and offers guidance on how such tools can be incorporated into routine educational practice. Suggestions for developing and assessing educational material online are discussed. Lastly, the concepts of digital professionalism and digital scholarship are explored to aid medical teachers and educators employ these technologies effectively into their teaching and career development.
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Affiliation(s)
- Jonathan D. Windram
- Department of Cardiology, Mazankowski Heart Institute, University of Alberta, Edmonton, Alberta, Canada
| | - Ashley Neal
- Department of Pediatric Cardiology, Cincinnati Children’s Hospital, Cincinnati, Ohio, USA
| | - Colin J. McMahon
- Department of Pediatric Cardiology, Children’s Health Ireland, Crumlin, Dublin 12, Ireland
- School of Medicine, University College Dublin, Belfield, Dublin 4, Ireland
- School of Health Professions Education, Maastricht University, Maastricht, the Netherlands
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Goldstein J, Martindale JM, Albin C, Xixis K, Gottlieb-Smith R, Otallah S, Lakhotia A, Strauss LD, Bass N, Strowd RE, Rodman A. Be in the Digital Room Where it Happens, Part II: Social Media for Neurology Educators. Child Neurol Open 2023; 10:2329048X231169400. [PMID: 37114070 PMCID: PMC10126786 DOI: 10.1177/2329048x231169400] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 02/28/2023] [Accepted: 03/27/2023] [Indexed: 04/29/2023] Open
Abstract
Social media has changed the way we communicate and interact. Unsurprisingly, it has also changed how we teach and learn. Younger generations of learners have transitioned from traditional educational sources to digital ones. Medical educators need to adapt to trends in medical education and develop fluency in the digital methods used by medical learners today. This is part two of a two-part series on social media and digital education in neurology. This article provides an overview of how social media can be used as a teaching tool in medical education and provides an overview in which it is grounded. We offer practical strategies on how social media can promote lifelong learning, educator development, educator support, and foster educator identity with accompanying neurology-specific examples. We also review considerations for incorporating social media into teaching and learning practices and future directions for integrating these tools in neurology education.
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Affiliation(s)
- Jessica Goldstein
- University of Minnesota School of Medicine, Department of Neurology, Minneapolis, Minnesota, USA
| | - Jaclyn M. Martindale
- Wake Forest University School of Medicine, Department of Neurology, Winston-Salem, North Carolina, USA
| | - Catherine Albin
- Emory University, Department of Neurology, Atlanta, Georgia, USA
| | - Kathryn Xixis
- University of Virginia, Department of Neurology, Charlottesville, Virginia, USA
| | | | - Scott Otallah
- Wake Forest University School of Medicine, Department of Neurology, Winston-Salem, North Carolina, USA
| | - Arpita Lakhotia
- University of Louisville, Department of Neurology, Louisville, Kentucky, USA
| | - Lauren D. Strauss
- Wake Forest University School of Medicine, Department of Neurology, Winston-Salem, North Carolina, USA
| | - Nancy Bass
- Medical College of Wisconsin, Department of Neurology, Milwaukee, Wisconsin, USA
| | - Roy E. Strowd
- Wake Forest University School of Medicine, Department of Neurology, Winston-Salem, North Carolina, USA
| | - Adam Rodman
- Beth Israel Deaconess Medical Center, Department of General Medicine, Boston, Massachusetts, USA
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Daniel D, Wolbrink TA. Online educational interventions in pediatric intensive care medicine. Front Pediatr 2023; 11:1127754. [PMID: 36969296 PMCID: PMC10033549 DOI: 10.3389/fped.2023.1127754] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Accepted: 02/14/2023] [Indexed: 03/29/2023] Open
Abstract
Background Online education has experienced explosive growth, particularly in the wake of the COVID-19 pandemic. We explored the current state of the evidence base for online education targeted towards healthcare professionals working in pediatric intensive care units (PICUs), to report how we are using online education in our field. Materials and Methods We performed a literature review by systematically generating a list of publications indexed in PubMed describing online educational interventions in the PICU, using Medical Subject Header (MeSH)-based search terms and the following inclusion criteria: studies published after 2005 that describe online educational interventions aimed at healthcare professional working in the PICU. We reviewed the full text of all included articles, and summarized the study aims, design, and results. Results Our initial search yielded 1,071 unique articles. After screening abstracts and titles, then full texts, eight articles were included in the review. Many online learning modalities are represented, including websites, self-study modules, videos, videoconferencing, online self-assessment with feedback, virtual patient cases, screen-based simulation, and podcasts. Three studies focused on residents, two studies on nurses, two studies on a multidisciplinary team, and one study on transport nurses and paramedics. Most studies utilized participant surveys to assess satisfaction, and half included pre- and post-intervention multiple-choice question tests. Only one study included a patient-related outcome measure. Conclusions Despite growth in online medical educational intervention research, there are relatively few published studies in pediatric critical care, and only one study evaluated the impact of online learning on patient outcomes. There remain significant opportunities for PICU educators to assess the impact of online educational interventions, especially related to clinician behaviors and patient outcomes.
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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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Fine E, Peyser A, Abittan B, Mullin C, Goldman RH. The voice of infertility: a review of fertility podcasts. HUM FERTIL 2022. [DOI: 10.1080/14647273.2022.2082328] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Affiliation(s)
- Eliana Fine
- Department of Obstetrics, Gynecology, and Reproductive Medicine, Stony Brook University Hospital, Stony Brook, NY, USA
| | - Alexandra Peyser
- Department of Obstetrics and Gynecology, Division of Reproductive Endocrinology, Northwell Health, North Shore University Hospital, Manhasset, NY, USA
| | - Baruch Abittan
- Department of Obstetrics and Gynecology, Division of Reproductive Endocrinology, Northwell Health, North Shore University Hospital, Manhasset, NY, USA
| | - Christine Mullin
- Department of Obstetrics and Gynecology, Division of Reproductive Endocrinology, Northwell Health, North Shore University Hospital, Manhasset, NY, USA
| | - Randi H. Goldman
- Department of Obstetrics and Gynecology, Division of Reproductive Endocrinology, Northwell Health, North Shore University Hospital, Manhasset, NY, USA
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12
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Orthopaedic Sports Medicine Podcasts Should Tailor Characteristics Such as Episode Length and Social Media Utilization for Best Audience Engagement. Arthrosc Sports Med Rehabil 2022; 4:e957-e964. [PMID: 35747629 PMCID: PMC9210369 DOI: 10.1016/j.asmr.2022.01.008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Accepted: 01/24/2022] [Indexed: 01/17/2023] Open
Abstract
Purpose To describe the growth and characteristics of active orthopaedic sports medicine podcasts. Methods Three common podcasting platforms (Apple, Google, and Spotify) were queried July 24, 2021 using the search term “sports medicine.” For each unique active podcast hosted by an orthopaedic surgeon, data were collected on year of the first episode, number of episodes, frequency of episodes, types of guests, topics discussed, episode length, and social media presence. Descriptive characteristics were then calculated. Results 15 podcasts met inclusion criteria. Seven (46.7%) of these podcasts were started within 12 months of July 24, 2021. The most common episode release schedule was weekly, and podcast lengths averaged 21 minutes, 47 seconds (SD 17:17, range: 11:02–1:49:13). All podcasts featured guests, most often from a variety of sports medicine backgrounds. Social media platforms were commonly used by podcast hosts, with social media account follower numbers as high as over 100,000, and consistent engagement across three major social media platforms for most podcasts. Conclusions This study found that episodes are typically released weekly and average 21 minutes, 47 seconds long, with most covering a wide array of topics in sports medicine. The Facebook accounts of these podcasts displayed higher numbers of followers compared to other social media platforms; however, Instagram was superior for engagement. Clinical Relevance Orthopaedic sports medicine podcasts have an increasing presence and can be used to increase trainee engagement and public exposure via tailoring of podcast episode lengths and selection of social media platforms with high audience interaction.
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Baecker D. Introducing Audio Podcasts into a Practical Laboratory Course for Pharmacy Students as a Novel Tool for Performance Assessment. PHARMACY 2022; 10:pharmacy10020040. [PMID: 35314621 PMCID: PMC8938843 DOI: 10.3390/pharmacy10020040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 03/14/2022] [Accepted: 03/16/2022] [Indexed: 02/01/2023] Open
Abstract
The use of digital tools can positively impact higher education for both scholars and faculty. In recent years, it has become apparent that podcasts are a suitable medium for use in teaching. They are provided almost exclusively by lecturers for students, with students passively listening to them rather than actively participating in their production. However, this could also be valuable for students. Therefore, this pilot study investigated the extent to which the creation of a podcast would be accepted by students as a method for capturing pharmacy students’ understanding of the learning content. The evaluation was performed as part of the “Clinical Chemistry” practical course, which was attended by third-year pharmacy students in groups of three. After passing the station dealing with practical clinical chemistry relevant diagnostic systems, the groups were asked to produce an educational podcast covering the essential content on the topics of urine test strips or pulse oximetry, respectively. Student attitudes toward the adoption of podcasts as a tool for performance assessment were determined with an anonymous and voluntary survey. The respondents reported that they had fun creating the podcast, which enabled them to look at the instructional content from a different perspective. Competencies such as social and communication skills and media literacy as well as self-organized and self-directed learning were also promoted. However, the students assumed that the tool is not ideally suited for dealing with extensive topics. Nonetheless, the students clearly support the continued creation of podcasts as a performance assessment tool. In addition, they suggest integrating podcasts into other courses within the pharmacy curriculum. This may also be related to the infrequent use of novel technologies, such as podcasts, in their education thus far.
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Affiliation(s)
- Daniel Baecker
- Department of Pharmaceutical and Medicinal Chemistry, Institute of Pharmacy, University of Greifswald, Friedrich-Ludwig-Jahn-Straße 17, 17489 Greifswald, Germany
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Milligan KJ, Daulton RS, St Clair ZT, Epperson MV, Holloway RM, Schlaudecker JD. Creation of a Student-Run Medical Education Podcast: Tutorial. JMIR MEDICAL EDUCATION 2021; 7:e29157. [PMID: 34255694 PMCID: PMC8299343 DOI: 10.2196/29157] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/28/2021] [Revised: 04/21/2021] [Accepted: 05/31/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Podcasting 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. OBJECTIVE This paper describes the creation of the UnsCripted Medicine Podcast-a student-run medical education podcast produced at the University of Cincinnati College of Medicine. METHODS The 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. RESULTS The 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. CONCLUSIONS Medical 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.
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Affiliation(s)
| | | | | | - Madison Veronica Epperson
- University of Cincinnati College of Medicine, Cincinnati, OH, United States
- Department of Otolaryngology-Head and Neck Surgery, University of Michigan, Ann Arbor, MI, United States
| | | | - Jeffrey David Schlaudecker
- Department of Family and Community Medicine, University of Cincinnati College of Medicine, Cincinnati, OH, United States
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Jella TK, Cwalina TB, Acuña AJ, Samuel LT, Kamath AF. Good Morning, Orthopods: The Growth and Future Implications of Podcasts in Orthopaedic Surgery. J Bone Joint Surg Am 2021; 103:840-847. [PMID: 33913921 DOI: 10.2106/jbjs.20.01598] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
BACKGROUND As the landscape of medical education evolves with emerging technologies and the COVID-19 pandemic, e-learning platforms continue to gain popularity. Orthopaedic podcasts, a burgeoning e-learning platform, continue to gain traction; however, there is a paucity of information regarding their coverage of topics and their distribution over time. Therefore, our analysis sought to (1) characterize podcast content related to orthopaedic surgery, and (2) evaluate the changes in the prevalence of orthopaedic podcasts over the past 15 years. METHODS Three common podcasting platforms (Apple Podcasts, Google Podcasts, and Spotify) were queried using the key terms "orthopaedic," "orthopedic," and "ortho" in order to identify a list of podcasts that are related to orthopaedic surgery. For each unique orthopaedic podcast, the title, the show description, the number of episodes, the date of the first episode, the date of the most recent episode, and episode frequency were collected. Podcasts were then classified based on a predetermined list of podcast domains. The number of existing active (released within the last 3 months) orthopaedic podcasts was then trended on a monthly basis from 2011 to 2020. RESULTS Ninety-four unique podcasts met inclusion criteria, 62 of which remained active as of October 25, 2020. The most common podcast domains were "general" (38 [40.4%]) and "clinical knowledge" (20 [21.3%]). Among the assessed podcasts, 90 (95.7%) utilized an exclusively audio format. The majority of podcasts were based in the United States (89.4%), included introductory music (72.3%), and included interviews (63.8%). Most podcast hosts were practicing orthopaedic surgeons (52.1%). Between January 2016 and October 2020, the number of active orthopaedic surgery podcasts grew more than twelvefold (1,240%) at an average rate of roughly 1 new podcast each month (average, 1.0 podcast; standard deviation, 1.8). DISCUSSION The past decade has seen sizable growth in the number of readily available podcasts related to orthopaedic surgery. Additional research is required to independently assess the quality of these resources and their implications for remote trainee education.
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Affiliation(s)
- Tarun K Jella
- Department of Orthopaedic Surgery, Cleveland Clinic Foundation, Cleveland, Ohio
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16
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Mheidly N, Fares MY, Fares J. Coping With Stress and Burnout Associated With Telecommunication and Online Learning. Front Public Health 2020; 8:574969. [PMID: 33262967 PMCID: PMC7686031 DOI: 10.3389/fpubh.2020.574969] [Citation(s) in RCA: 73] [Impact Index Per Article: 18.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Accepted: 09/28/2020] [Indexed: 12/17/2022] Open
Abstract
The COVID-19 pandemic substantially impacted the field of telecommunication. It increased the use of media applications that enable teleconferencing, telecommuting, online learning, and social relations. Prolonged time facing screens, tablets, and smart devices increases stress and anxiety. Mental health stressors associated with telecommunication can add to other stressors related to quarantine time and lockdown to eventually lead to exhaustion and burnout. In this review, the effects of the COVID-19 pandemic on communication and education are explored. In addition, the relationship between prolonged exposure to digital devices and mental health is studied. Finally, coping strategies are offered to help relieve the tele-burdens of pandemics.
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Affiliation(s)
- Nour Mheidly
- Faculty of Information, Lebanese University, Beirut, Lebanon
| | - Mohamad Y. Fares
- Neuroscience Research Center, Faculty of Medical Sciences, Lebanese University, Beirut, Lebanon
- Faculty of Medicine, American University of Beirut, Beirut, Lebanon
- College of Medical Veterinary & Life Sciences, University of Glasgow, Glasgow, United Kingdom
| | - Jawad Fares
- Department of Neurological Surgery, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
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