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Fox MP, Carr K, D'Agostino McGowan L, Murray EJ, Hidalgo B, Banack HR. Will Podcasting and Social Media Replace Journals and Traditional Science Communication? No, but... Am J Epidemiol 2021; 190:1625-1631. [PMID: 34089048 DOI: 10.1093/aje/kwab172] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Revised: 06/01/2021] [Accepted: 06/02/2021] [Indexed: 01/17/2023] Open
Abstract
The digital world in which we live is changing rapidly. The evolving media environment is having a direct impact on traditional forms of communication and knowledge translation in public health and epidemiology. Openly accessible digital media can be used to reach a broader and more diverse audience of trainees, scientists, and the lay public than can traditional forms of scientific communication. The new digital landscape for delivering content is vast, and new platforms are continuously being added. In this article, we focus on several, including Twitter and podcasting, and discuss their relevance to epidemiology and science communication. We highlight 3 key reasons why we think epidemiologists should be engaging with these mediums: 1) science communication, 2) career advancement, and 3) development of a community and public service. Other positive and negative consequences of engaging in these forms of new media are also discussed. The authors of this commentary are all engaged in social media and podcasting for scientific communication, and we reflect on our experiences with these mediums as tools to advance the field of epidemiology.
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Woods JM, Chan TM, Roland D, Riddell J, Tagg A, Thoma B. Evaluating the reliability of gestalt quality ratings of medical education podcasts: A METRIQ study. Perspect Med Educ 2020; 9:302-306. [PMID: 32495235 PMCID: PMC7550476 DOI: 10.1007/s40037-020-00589-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Podcasts are increasingly being used for medical education. Studies have found that the assessment of the quality of online resources can be challenging. We sought to determine the reliability of gestalt quality assessment of education podcasts in emergency medicine. METHODS An international, interprofessional sample of raters was recruited through social media, direct contact, and the extended personal network of the study team. Each participant listened to eight podcasts (selected to include a variety of accents, number of speakers, and topics) and rated the quality of that podcast on a seven-point Likert scale. Phi coefficients were calculated within each group and overall. Decision studies were conducted using a phi of 0.8. RESULTS A total of 240 collaborators completed all eight surveys and were included in the analysis. Attendings, medical students, and physician assistants had the lowest individual-level variance and thus the lowest number of required raters to reliably evaluate quality (phi >0.80). Overall, 20 raters were required to reliably evaluate the quality of emergency medicine podcasts. DISCUSSION Gestalt ratings of quality from approximately 20 health professionals are required to reliably assess the quality of a podcast. This finding should inform future work focused on developing and validating tools to support the evaluation of quality in these resources.
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Affiliation(s)
- Jason M Woods
- Section of Emergency Medicine, Children's Hospital Colorado, University of Colorado School of Medicine, Aurora, Colorado, USA
| | - Teresa M Chan
- Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, ON, Canada
| | - Damian Roland
- Paediatric Emergency Medicine, Leicester Royal Infirmary, University of Leicester, Leicester, UK
| | - Jeff Riddell
- Department of Clinical Emergency Medicine, Keck School of Medicine, University of Southern California, Los Angeles, USA
| | - Andrew Tagg
- University of Melbourne, Melbourne, Australia
- Footscray Hospital, Melbourne, Australia
| | - Brent Thoma
- Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada.
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Tarchichi TR, Szymusiak J. Attending Physician's Attitudes Toward Podcasting as a Source of Medical Education: An Exploratory Study. J Contin Educ Health Prof 2020; 40:141-144. [PMID: 32404777 DOI: 10.1097/ceh.0000000000000291] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
INTRODUCTION People are increasingly consuming information on-demand. Podcasting is a growing medium for education in an on-demand world. There is a paucity of data on podcasting as a means of continuing medical education (CME) for attending physicians. METHODS The authors performed an exploratory survey of a convenience sample of listeners to a Pediatric Hospital Medicine podcast to learn about their attitudes regarding podcasting. A 17-question survey consisting of demographic data, attitudinal questions, and qualitative questions was administered electronically in February 2018. RESULTS At the time of the survey, the 12 podcast episodes were downloaded 17,288 times, with 162 CME credits being issued. Of 129 respondents, 75.2% were attendings. The majority agreed the podcast was of "high educational value" and was of equal or better educational value as medical journals or national conferences. Qualitative content analysis revealed listeners valued the convenience of the podcast, and community-based hospitalists felt the podcast connected them to the broader hospitalist community. DISCUSSION Our respondents found podcasting to be a beneficial and convenient learning method. The ability to apply for CME credit was not a major motivation for listening. Further research is needed to investigate more objective outcomes and assess attitudes of a random sampling of physicians as opposed to a self-selected sample.
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Affiliation(s)
- Tony R Tarchichi
- Dr. Tarchichi: Associate Professor, Department of Pediatrics, University of Pittsburgh School of Medicine, Pittsburgh, PA. Dr. Szymusiak: Assistant Professor, Department of Pediatrics, University of Pittsburgh School of Medicine, Pittsburgh, PA, and Department of Internal Medicine, University of Pittsburgh School of Medicine, Pittsburgh, PA
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Abstract
Health Communication launched the "Defining Moments" feature of the journal in 2009, including essays that showcase the social and material power of storytelling. Over the past 10 years, essays have enlarged academic conventions and offered diverse entry points for refiguring the experience of living well in the midst of inescapable illness, trauma, and disability. Health Communication builds on this legacy by introducing a podcast by the same name. In this essay, I position podcasting as embodied and engaged scholarship that connects health communication scholars, physicians and other care providers, patients and families, and general publics interested in illness and healthcare, vulnerability and well-being.
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Flood M, Hayden JC, Bourke B, Gallagher PJ, Maher S. Design and Evaluation of Video Podcasts for Providing Online Feedback on Formative Pharmaceutical Calculations Assessments. Am J Pharm Educ 2017; 81:6400. [PMID: 29367779 PMCID: PMC5774199 DOI: 10.5688/ajpe6400] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2017] [Accepted: 06/19/2017] [Indexed: 05/28/2023]
Abstract
Objective. To evaluate worked example video podcasts as a method of providing feedback to pharmacy interns for an online and formative pharmaceutical calculations assessment. Methods. A theory-informed approach based on multimedia learning theory was used to design video podcasts as feedback on a calculations examination. A mixed-methods evaluation completed by pharmacy interns enrolled in Ireland's National Pharmacy Internship Programme was used to establish cognitive and affective attitudes toward video podcasts compared with conventional written solutions. Results. The majority of students found video podcasts were clear, helpful for learning, easy to understand, and useful as a method of feedback. Majority reported that they felt positively about standard written solutions. The evaluation suggested distinct benefits for each kind of feedback, something that has not been previously reported. Thematic analysis of qualitative data indicated useful features of video podcasts, including clear explanation, step-by-step approach, and synchronization of audio and visual information. Conclusion. Respondents reported positive cognitive and affective attitudes toward video podcasts as online feedback. Video podcasts are a helpful and novel way of providing feedback on pharmaceutical calculations. A similar opinion of traditional written solutions suggests that students may benefit from both forms of feedback. Further study is required to identify the particular benefits associated with both kinds.
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Affiliation(s)
- Michelle Flood
- School of Pharmacy, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - John C Hayden
- School of Pharmacy, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Bernadette Bourke
- School of Pharmacy, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Paul J Gallagher
- School of Pharmacy, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Sam Maher
- School of Pharmacy, Royal College of Surgeons in Ireland, Dublin, Ireland
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Oommen RA, Schwarz F. Podcasts on the 99 priority topics for family medicine residents. Can Fam Physician 2017; 63:651-652. [PMID: 28807962 PMCID: PMC5555334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Affiliation(s)
- Rachel A Oommen
- Second-year family medicine resident in the Faculty of Medicine at the University of British Columbia in Vancouver at the time of writing
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Miesner AR, Lyons W, McLoughlin A. Educating medical residents through podcasts developed by PharmD students. Curr Pharm Teach Learn 2017; 9:683-688. [PMID: 29233443 DOI: 10.1016/j.cptl.2017.03.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2016] [Revised: 11/10/2016] [Accepted: 03/09/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND AND PURPOSE Podcasts are increasingly popular in education due to their accessibility, portability, and scheduling flexibility. Pharmacy students often interact with resident physicians during advanced pharmacy practice experiences, but few studies have evaluated their ability to teach medical residents about pharmacotherapy concepts or how these interactions might impact their own development. We sought to evaluate the efficacy of pharmacy student-created podcasts in two areas: the ability to increase medical resident understanding of selected medical topics and the effect on the pharmacy student's confidence in teaching. EDUCATIONAL ACTIVITY AND SETTING Eight fourth-year pharmacy students created enhanced podcasts and assessment questions on a medical topic. The assessment questions were split randomly into pre- and post-podcast assessments to be given to residents. The assessment quizzes and podcast comprised content modules that were delivered to consenting medical residents at two week intervals. Pharmacy student confidence was evaluated with pre- and post-experience surveys, which were administered before they created the podcast and after they viewed the aggregate results of resident assessments of their podcast. FINDINGS Overall, 79.3% (23/29) of residents participated with an average of 44% participation on each module. Resident knowledge increased as evidenced by the overall aggregate score, significantly improving from 36% prior to podcasts to 76% following podcasts (p=0.001). When rated on a 1-10 scale, average pharmacy student confidence in teaching their topic also significantly increased from 5.63 to 8.00 (p=0.041). SUMMARY Podcasts are an effective method for medical residents to learn from pharmacy students and may also improve pharmacy students' confidence in their abilities.
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Affiliation(s)
- Andrew R Miesner
- Drake University College of Pharmacy & Health Sciences, 2507 University Avenue, Des Moines, IA 50311, United States.
| | - Wesley Lyons
- The George Washington University, Milken Institute School of Public Health, 950 New Hampshire Ave, NW, Washington, DC 20052, United States.
| | - Andrea McLoughlin
- Tacoma Family Medicine, MultiCare Health System, 521 Martin Luther King Jr. Way, Tacoma, WA 98045, United States.
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Paterson QS, Thoma B, Milne WK, Lin M, Chan TM. A Systematic Review and Qualitative Analysis to Determine Quality Indicators forHealth Professions Education Blogs and Podcasts. J Grad Med Educ 2015; 7:549-54. [PMID: 26692965 PMCID: PMC4675410 DOI: 10.4300/jgme-d-14-00728.1] [Citation(s) in RCA: 57] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND Historically, trainees in undergraduate and graduate health professions education have relied on secondary resources, such as textbooks and lectures, for core learning activities. Recently, blogs and podcasts have entered into mainstream usage, especially for residents and educators. These low-cost, widely available resources have many characteristics of disruptive innovations and, if they continue to improve in quality, have the potential to reinvigorate health professions education. One potential limitation of further growth in the use of these resources is the lack of information on their quality and effectiveness. OBJECTIVE To identify quality indicators for secondary resources that are described in the literature, which might be applicable to blogs and podcasts. METHODS Using a blended research methodology, we performed a systematic literature review using Google Scholar, MEDLINE, Embase, Web of Science, and ERIC to identify quality indicators for secondary resources. A qualitative analysis of these indicators resulted in the organization of this information into themes and subthemes. Expert focus groups were convened to triangulate these findings and ensure that no relevant quality indicators were missed. RESULTS The literature search identified 4530 abstracts, and quality indicators were extracted from 157 articles. The qualitative analysis produced 3 themes (credibility, content, and design), 13 subthemes, and 151 quality indicators. CONCLUSIONS The list of quality indicators resulting from our analysis can be used by stakeholders, including learners, educators, academic leaders, and blog/podcast producers. Further studies are being conducted, which will refine the list into a form that is more structured and stratified for use by these stakeholders.
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Affiliation(s)
| | | | | | | | - Teresa M. Chan
- Corresponding author: Teresa Chan, BEd, MD, FRCPC, Division of Emergency Medicine, Department of Medicine, Room 254, McMaster Clinics, Hamilton General Hospital, 237 Barton Street East, Hamilton, ON L8L 2X2 Canada,
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Subhi Y, Bitsch M. [The use of video as preparation for the objective structured clinical examination in medicine and surgery]. Ugeskr Laeger 2014; 176:44-46. [PMID: 24629607] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
The objective structured clinical examination (OSCE) is a tool for measuring the dimensions of clinical competences. OSCE differs from traditional oral or written examination and results should not be influenced by lack of knowledge of the testing type. We prepared a video describing the practical aspects. On a Likert scale from 1 to 7 our video was rated 4 (interquartile range (IQR): 4-6). An informatory lecture was rated 4 (IQR: 3-5) and a rehearsal OSCE was rated 6 (IQR: 5-7). Video use peaked in the days up to OSCE. Accessibility should be improved by reaching out using the appropriate tools. We encourage the use of video for preparation to new examination types.
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Affiliation(s)
- Yousif Subhi
- Center for Klinisk Uddannelse 5404, Rigshospitalet, Blegdamsvej 9, 2100 Ø.
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Matava CT, Rosen D, Siu E, Bould DM. eLearning among Canadian anesthesia residents: a survey of podcast use and content needs. BMC Med Educ 2013; 13:59. [PMID: 23617894 PMCID: PMC3648490 DOI: 10.1186/1472-6920-13-59] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2012] [Accepted: 04/15/2013] [Indexed: 05/10/2023]
Abstract
BACKGROUND Podcasts are increasingly being used in medical education. In this study, we conducted a survey of Canadian anesthesia residents to better delineate the content needs, format preferences, and usage patterns among anesthesia residents. METHODS 10/16 Canadian anesthesia program directors, representing 443/659 Canadian anesthesia residents, allowed their residents to be included in the study. 169/659 (24%) residents responded to our survey. A 17-item survey tool developed by the investigators was distributed by email eliciting information on patterns of podcast use, preferred content, preferred format, and podcast adjuncts perceived to increase knowledge retention. RESULTS 60% (91/151) had used medical podcasts with 67% of these users spending up to 1 hour per week on podcasts. 72.3% of respondents selected 'ability to review materials whenever I want' was selected by the majority of respondents (72%) as the reason they found podcasts to be valuable. No clear preference was shown for audio, video, or slidecast podcasts. Physiology (88%) and pharmacology (87%) were the most requested basic science topics while regional anesthesia (84%), intensive care (79%) and crisis resource management (86%) were the most requested for procedural, clinical and professional topics respectively. Respondents stated they would most likely view podcasts that contained procedural skills, journal article summaries and case presentations and that were between 5-15 minutes in duration A significantly greater proportion of senior residents (81%) requested podcasts on 'pediatric anesthesia' compared to junior residents 57% (P = 0.007). CONCLUSIONS The majority of respondents are using podcasts. Anesthesia residents have preferred podcast content, types, length and format that educators should be cognizant of when developing and providing podcasts.
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Affiliation(s)
- Clyde T Matava
- Department of Anesthesia and Pain Medicine, Hospital for Sick Children, Toronto, ON, Canada
- Department of Anesthesia, Faculty of Medicine, University of Toronito, Toronto, Ontario, Canada
| | - Derek Rosen
- Department of Anesthesia, Faculty of Medicine, University of Toronito, Toronto, Ontario, Canada
- Department of Anesthesia, Toronto General Hospital, University Hospital Network, Toronto, Ontario, Canada
| | - Eric Siu
- Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Dylan M Bould
- Department of Anesthesiology, Children’s Hospital of Eastern Ontario, University of Ottawa, Ottawa, ON, Canada
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Affiliation(s)
- Beata Patasi
- Division of Clinical and Functional Anatomy, Department of Cellular and Molecular Medicine, University of Ottawa, 451 Smyth Road, Office #2162, Ottawa, Ontario K1H 8M5, Canada.
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