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Gast S, Shifrin M. Everyone Is Listening: Podcasts as an Innovative Educational Approach in Graduate Level Education. J Nurs Educ 2024; 63:335-337. [PMID: 38302098 DOI: 10.3928/01484834-20240122-01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2024]
Abstract
BACKGROUND Over the past decade, graduate level nursing education has transitioned from synchronous, classroom-based models to hybrid, asynchronous models. This change has increased the amount of screen-time for graduate learners and generated the problem of screen-fatigue. To reduce screen-based learning time, faculty transitioned a didactic critical care course to a podcast-based educational format. METHOD This pilot study used a pre-course and post-course survey to evaluate the efficacy of podcasts in delivering course content, meeting course objectives, and understanding learners' perceptions of podcasts in education. RESULTS Pre-course and post-course survey data demonstrated that podcasts successfully met course objectives and provided content that was equally or more engaging than screen-based lectures. CONCLUSION Podcasts can be successfully incorporated into a didactic course as a content delivery modality and are an innovative strategy for engaging adult learners in an asynchronous, distance-friendly format while continuing to meet educational objectives. [J Nurs Educ. 2024;63(5):335-337.].
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Saba K, Jiang B, Yasin R, Hoyle JC. The Daily Fact Pile: Exploring Mutual Microlearning in Neurology Resident Education. TEACHING AND LEARNING IN MEDICINE 2024:1-12. [PMID: 38470305 DOI: 10.1080/10401334.2024.2326477] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Accepted: 02/18/2024] [Indexed: 03/13/2024]
Abstract
Problem: A significant proportion of learning during residency takes place through informal channels. Spontaneous collaboration among medical learners significantly contributes to this informal learning and is increasingly recognized as a component of the hidden curriculum in medical education. Yet historically, a disproportionate emphasis in medical education has been placed on didactic, structured, and faculty-initiated methods, leaving an important force in medical education understudied and underutilized. We hypothesize that there is significant educational potential in studying and deploying targeted tools to facilitate collaboration among medical learners. Intervention: At our institution, neurology residents implemented the "Daily Fact Pile" (DFP), a resident-led, email-based collaboration that served as a platform to share clinical pearls in an informal, digital way. Participation was voluntary and participants were encouraged to share facts that were new to them and thought to be clinically relevant. Motivated by the positive collective experience, we conducted a retrospective examination of this phenomenon. In this context, we developed the concept of "mutual microlearning" to characterize this efficient, multidirectional exchange of information. Context: Thirty-six residents in a single neurology residency program utilized the DFP at a large university hospital in the USA between 2018 and 2019. After 21 months of spontaneous and voluntary participation, we assessed the feasibility of the DFP, its impact on the education and morale of neurology residents, and compared its mutual microlearning approach to traditional lectures. This was done through a survey of the DFP participants with a response rate of 80.7%, and analysis of the statistics of participation and interaction with the DFP. Impact: Most participants felt that the DFP was beneficial to their education and thought they often or always learned something new from reading the DFP. The impact of the DFP extended beyond education by improving interest in neurology, morale, and sense of teamwork. The DFP was feasible during neurology residency and participation was high, though participants were more likely to read facts than share them. Lessons learned: Mutual microlearning represents an opportunity to augment residents' education, and well-designed mutual microlearning tools hold promise for complementing traditional teaching methods. We learned that efficiency, ease of use, and a supportive, non-judgmental environment are all essential to the success of such tools. Future research should delve deeper into the underlying mechanisms of mutual microlearning to establish its position within the theoretical frameworks of medical education.
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Affiliation(s)
- Kasser Saba
- Department of Neurology, The Ohio State University, Columbus, OH, USA
| | - Benjamin Jiang
- Department of Neurology, The Ohio State University, Columbus, OH, USA
| | - Rabia Yasin
- Department of Neurology, The Ohio State University, Columbus, OH, USA
| | - Joseph Chad Hoyle
- Department of Neurology, The Ohio State University, Columbus, OH, USA
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Merali Z, Carayannopoulos KL, Lai A. Exploring Resident Motivation with a Podcast Creation Activity: A Qualitative Study. MEDICAL SCIENCE EDUCATOR 2023; 33:1525-1532. [PMID: 38188381 PMCID: PMC10766594 DOI: 10.1007/s40670-023-01921-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/06/2023] [Indexed: 01/09/2024]
Abstract
Purpose As the field of digital education expands, it is important to understand the benefit to the creator of such resources as well as the user. This study sought to understand the resident's experience with writing a medical podcast script in contrast to creating lecture-based teaching presentations. We aimed to explore the motivation behind the resident's voluntary participation and provide an example and framework to residency programs looking to enhance their resident as teacher curricula with the use of digital education. Materials and Methods Using constructivist grounded theory, residents who completed a podcast script for "The Intern at Work," a learner-generated podcast series, were recruited to partake. Focus groups were recorded, transcribed, and coded iteratively with the use of constant comparison until theoretical sufficiency was achieved. Results Residents (n = 12) described three key factors of the podcast development activity that fostered learner motivation: (1) Driving Interest: residents were excited to use a novel outlet to teach; (2) Self-Directed Process: residents appreciated the opportunity for collaboration and flexibility; (3) Appreciable Benefit: residents identified several self-gains. Conclusion Our findings provide an example of an innovative teaching activity that intrinsically motivated residents. Such information has the potential to inform program leaders on how to foster resident motivation to teach.
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Affiliation(s)
- Zahra Merali
- Division of Medicine, University of Toronto, Toronto, Canada
- Toronto General Hospital, Eaton Building, 14th Floor, 200 Elizabeth St, Toronto, ON M5G2C4 Canada
| | | | - Alison Lai
- Division of Medicine, University of Toronto, Toronto, Canada
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McCarthy J, Porada K, Treat R. Educational Podcast Impact on Student Study Habits and Exam Performance. Fam Med 2023; 55:34-37. [PMID: 36656885 PMCID: PMC10681334 DOI: 10.22454/fammed.55.183124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
BACKGROUND Emerging technologies, trainees' proficiency with digital resources, and the COVID-19 pandemic have increased the role of mobile and asynchronous learning methods in medical education. Educational podcasts have gained popularity in both formal curricula and independent learning, but their impact on educational outcomes has not been well studied. METHODS We conducted a prospective cohort study of third-year medical students during pediatrics clerkship. An educational podcast series titled "Peds Soup" was introduced to students as a voluntary study resource. We surveyed students at the end of the rotation to assess study habits and perceptions of the podcast. We compared survey responses from podcast users and nonusers, and used standardized pediatrics subject examination scores to measure knowledge differences between groups. RESULTS Eighty-three students participated in the study. Peds Soup listeners (n=43) reported spending significantly more time studying during clerkship (M=16.5, SD=9.0 vs M=12.4, SD=9.2 hours/week, P=.009) than nonlisteners. Users expressed positive views toward the podcast's impact on introducing, reinforcing, and helping apply knowledge, and endorsed that Peds Soup made it easier to find time to study. Examination scores did not differ between the two groups. DISCUSSION The podcast demonstrated a reaction-level impact, with users reporting positive attitudes toward the podcast's impact and spending more time studying during pediatrics clerkship. Podcasts have strong potential as a supplement to existing curricula, where they can fill a need for interested learners. Future research should focus on the relationship between time spent and knowledge gain or utilize alternative measures of knowledge.
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Can we provide quality #MedEd on social media? Trends Mol Med 2022; 28:1016-1018. [PMID: 36008252 DOI: 10.1016/j.molmed.2022.08.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Revised: 07/20/2022] [Accepted: 08/01/2022] [Indexed: 01/21/2023]
Abstract
In 2020, universities shut their doors and educators uploaded educational content onto online learning management systems. Two years later, students and academics are returning to campus, but many have decided to maintain the delivery of online classes. Now, with education firmly situated online, the focus has transitioned to identifying best practice, refining online delivery, and considering nontraditional platforms. Here, we highlight how social media can provide accessible, quality medical education experiences.
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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: 13] [Impact Index Per Article: 6.5] [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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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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Minter DJ, Geha R, Manesh R, Dhaliwal G. The Future Comes Early for Medical Educators. J Gen Intern Med 2021; 36:1400-1403. [PMID: 32875502 PMCID: PMC7462356 DOI: 10.1007/s11606-020-06128-y] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/09/2020] [Revised: 07/31/2020] [Accepted: 08/10/2020] [Indexed: 11/29/2022]
Abstract
Many experts have foretold of a digital transformation in medical education. Yet, until recently, day-to-day practices for frontline clinician-educators, who cherish close physical and intellectual contact between the patient, learner, and teacher, have remained largely unchanged. The COVID-19 pandemic disrupted that model and is forcing teachers to pursue new ways to reach learners. We provide a roadmap for educators to start their transformation from an analog to a digital approach by harnessing existing tools including podcasts, social media, and videoconferencing. Teachers will need to enhance the same pedagogical and interpersonal practices that underpin effective in-person education while they learn new skills as they become curators, creators, and moderators in the digital space. This adaptation is essential, as many of the changes in medical education spurred by COVID-19 will likely far outlast the pandemic.
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Affiliation(s)
- Daniel J Minter
- Department of Medicine, University of California, San Francisco , San Francisco, CA, USA.
| | - Rabih Geha
- Department of Medicine, University of California, San Francisco , San Francisco, CA, USA.,Medical Service, San Francisco VA Medical Center , San Francisco, CA, USA
| | - Reza Manesh
- Division of Hospital Medicine, Northwestern University Feinberg School of Medicine , Chicago, IL, USA
| | - Gurpreet Dhaliwal
- Department of Medicine, University of California, San Francisco , San Francisco, CA, USA.,Medical Service, San Francisco VA Medical Center , San Francisco, CA, USA
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Virant-Young DL, Purcell J, Moutsios S, Iobst WF. Practice Makes Better: Effective Faculty Educator Skill Development in the Virtual Space. J Grad Med Educ 2021; 13:303-308. [PMID: 33897971 PMCID: PMC8054594 DOI: 10.4300/jgme-d-21-00212.1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Affiliation(s)
- Deborah L. Virant-Young
- Deborah L. Virant-Young, PharmD, BCPS, is Director of Faculty Development, Statewide Campus System, Michigan State University College of Osteopathic Medicine
| | - Julianne Purcell
- Julianne Purcell, EdD, is Director, Statewide Campus System, Michigan State University College of Osteopathic Medicine
| | - Sandi Moutsios
- Sandi Moutsios, MD, is Assistant Professor, Internal Medicine and Pediatrics, and Director, Internal Medicine-Pediatrics Residency Program, Vanderbilt University Medical Center
| | - William F. Iobst
- William F. Iobst, MD, is Emeritus Professor of Medicine, Geisinger Commonwealth School of Medicine, and Senior Scholar, Department of Research, Milestones Development, and Evaluation, Accreditation Council for Graduate Medical Education
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Kamal S, Trivedi SP, Essien UR, Nematollahi S. Podcasting: A Medium for Amplifying Racial Justice Discourse, Reflection, and Representation Within Graduate Medical Education. J Grad Med Educ 2021; 13:29-32. [PMID: 33680297 PMCID: PMC7901619 DOI: 10.4300/jgme-d-20-00990.1] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
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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] [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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