Learning Through Listening: A Scoping Review of Podcast Use in Medical Education.
Journal
Academic medicine : journal of the Association of American Medical Colleges
ISSN: 1938-808X
Titre abrégé: Acad Med
Pays: United States
ID NLM: 8904605
Informations de publication
Date de publication:
01 07 2022
01 07 2022
Historique:
pubmed:
23
12
2021
medline:
2
7
2022
entrez:
22
12
2021
Statut:
ppublish
Résumé
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. 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). 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). 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.
Identifiants
pubmed: 34935729
doi: 10.1097/ACM.0000000000004565
pii: 00001888-202207000-00056
doi:
Types de publication
Journal Article
Review
Langues
eng
Sous-ensembles de citation
IM
Pagination
1079-1085Subventions
Organisme : NIDA NIH HHS
ID : K23 DA055695
Pays : United States
Commentaires et corrections
Type : CommentIn
Informations de copyright
Copyright © 2021 by the Association of American Medical Colleges.
Références
Rodman A, Abrams HR, Watto M, et al. Medical Podcasting in low- and middle-income countries: A needs assessment and vision for the future. Teach Learn Med. 2021;33:416–422.
Berk J, Trivedi SP, Watto M, Williams P, Centor R. Medical education podcasts: Where we are and questions unanswered. J Gen Intern Med. 2020;35:2176–2178.
Mallin M, Schlein S, Doctor S, Stroud S, Dawson M, Fix M. A survey of the current utilization of asynchronous education among emergency medicine residents in the United States. Acad Med. 2014;89:598–601.
Bernstein E, Bhardwaj N, Pfoh ER, Yudelevich E. A nationwide survey of educational resource utilization and perception among internal medicine residents. J Gen Intern Med. 2021;36:1598–1604.
Little A, Hampton Z, Gronowski T, Meyer C, Kalnow A. Podcasting in medicine: A review of the current content by specialty. Cureus. 2020;12:e6726.
Riddell J, Robins L, Brown A, Sherbino J, Lin M, Ilgen JS. Independent and interwoven: A qualitative exploration of residents’ experiences with educational podcasts. Acad Med. 2020;95:89–96.
Estes M, Gopal P, Siegelman JN, Bailitz J, Gottlieb M. Individualized interactive instruction: A guide to best practices from the Council of Emergency Medicine Residency Directors. West J Emerg Med. 2019;20:363–368.
Harvard Medical School. Digital education: Twitter, podcasts, visuals, and beyond. https://cmeregistration.hms.harvard.edu/events/digital-education-twitter-podcasts-visuals-and-beyond/event-summary-eb029f12d6ec43d5a48a8ef7d47c876b.aspx?dvce=1 . Accessed November 4, 2021.
Dzara K, Gooding H. A guide to educational pyramids commonly used in medical education programs. Acad Med. 2022;97:313.
Tricco AC, Lillie E, Zarin W, et al. PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and explanation. Ann Intern Med. 2018;169:467–473.
Peters MD, Godfrey CM, Khalil H, McInerney P, Parker D, Soares CB. Guidance for conducting systematic scoping reviews. Int J Evid Based Healthc. 2015;13:141–146.
Kirkpatrick D. Evaluating Training Programs. Madison, WI: American Society for Training and Development; 1975.
Childers RE, Dattalo M, Christmas C. Podcast pearls in residency training. Ann Intern Med. 2014;160:70.
Chin A, Helman A, Chan TM. Extracurricular podcast use behaviour and effect on knowledge retention in undergraduate medical students. CJEM. 2016;18(suppl 1):S86.
Chin A, Helman A, Chan TM. Podcast use in undergraduate medical education. Cureus. 2017;9:e1930.
Clarke CGD, Nnajiuba U, Howie J, Khan M, Pinto Dos Santos D, Ranschaert E. Giving radiologists a voice: A review of podcasts in radiology. Insights Imaging. 2020;11:33.
Cosimini MJ, Espinoza J. Telephone management training by podcast—Length and content considerations. Acad Pediatr. 2017;17:e9–e10.
Cosimini MJ, Cho D, Liley F, Espinoza J. Podcasting in medical education: How long should an educational podcast be? J Grad Med Educ. 2017;9:388–389.
Coughlin TA, Jones KI, Lund JN, Clement RG, Longman CL, Jones K. The uptake of podcasting and portable media players amongst UK medical students. Med Teach. 2011;33:85.
De Los Reyes S, Cholakian D, Chau D, Forde B, Johnson C, Bienstock J. Education on the go: Studying the use of podcasts in resident education. Obstet Gynecol. 2017;130(suppl 1):47S.
Dryden A, Hilner J, Forgie S. Teaching and reviewing bacteriology with short, innovative podcasts. Int J Antimicrob Agents. 2009;34(suppl 2):S123–S124.
Dubin JM, Greer AB, Patel P, et al. International comparative study of the roles and attitudes towards social media in urology trainees. Eur Urol Open Sci. 2020;19(suppl 2):e2000–e2001.
Duong D, Oyama L, Smith J, Spector J, Narang A. Attitudes of medical students on their instruction of the emergency medicine oral case presentation. SAEM Abstracts, Plenary Session. Acad Emerg Med. 2011;18(suppl 1):S52.
Freed NA, Langlois BK, Mitchell PM, Schechter-Perkins EM, Eliseo LJ. Use of free open access medical education among EM residents and attendings at Boston Medical Center. Abstracts of the SAEM 2014 Annual Meeting. Acad Emerg Med. 2014;21(suppl 5):S69.
Friedman MA, Adjei N, Wenstrom K. Modern learning: How today’s obstetrics and gynecology residents gain knowledge. Obstet Gynecol. 2017;129:93S.
Fu D, Shepherd L, Chahine S. Podcasting can improve clinical clerks’ ability to generate differential diagnosis for an ED patient presentation. Can J Emerg Med. 2015;17(suppl 2):S10.
Gallagher J, Kenwright D, Abels P, Gallagher P. Is obstetrics and gynaecology going the distance? Clin Teach. 2012;9:243–247.
Grace PM, Aust Z, Belcher C, Desai S. Residents in emergency medicine comparative survey on technology. Abstracts of the SAEM 2017 Annual Meeting. Acad Emerg Med. 2017;24(suppl 1):S186.
Gutmann J, Kühbeck F, Berberat P, Fischer M, Engelhardt S, Sarikas A. How do “digital natives” learn pharmacology? A mixed-methods study on the use of learning media by undergraduate medical students. Naunyn Schmiedebergs Arch Pharmacol. 2014;387:S45.
Henley J, Amir M, Sampson B, Tamai JM, Dellavalle RP. Dermatology podcasting: An untapped resource for continuing education. J Am Acad Dermatol. 2013;68:513–515.
Herrmann FE, Lenski M, Steffen J, et al. A survey study on student preferences regarding pathology teaching in Germany: A call for curricular modernization. BMC Med Educ. 2015;15:94.
Johnson AP, Rich NC, Kniery K, et al. Audible bleeding, the vascular surgery podcast: Affecting the practice of vascular surgery. J Vasc Surg. 2020;72:e57.
Ko P, Sarsfield M, Welch K, Grant W. Introducing FOAM (free open access medical education) to fourth-year medical students: A self-directed learning and critical reflection project. Acad Emerg Med. 2015;22(suppl 1):S448.
Kuhlmann E, Simpson K. What is the internal medicine resident’s perspective on using podcasts to enhance critical care medicine education? Am J Respir Crit Care Med. 2013;187:A2819.
Lee T, Rosen C. Curricular and co-curricular social media-based learning during medical school. West J Emerg Med. 2017;18:S9.
Levy JB, Braude P. Are podcasts useful in postgraduate medical education? Med Educ. 2011;45(suppl 2):19.
Lien K, Chin A, Helman A, Chan TM. A randomized comparative trial of the knowledge retention and usage conditions in undergraduate medical students using podcasts and blog posts. Cureus. 2018;10:e2065.
Malecki SL, Quinn KL, Zilbert N, et al. Understanding the use and perceived impact of a medical podcast: Qualitative study. JMIR Med Educ. 2019;5:e12901.
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.
McCarthy J, Porada K. Serving up Peds Soup: Podcast-based paediatric resident education. Med Educ. 2020;54:456–457.
Nwosu AC, Monnery D, Reid VL, Chapman L. Use of podcast technology to facilitate education, communication and dissemination in palliative care: The development of the AmiPal podcast. BMJ Support Palliat Care. 2017;7:212–217.
O’Neill E, Power A, Stevens N, Humphreys H. Effectiveness of podcasts as an adjunct learning strategy in teaching clinical microbiology among medical students. J Hosp Infect. 2010;75:83–84.
Block J, Lerwick P. 1064: Educational preferences among residents in the ICU. Crit Care Med. 2019;47:509.
Purdy E, Thoma B, Bednarczyk J, Migneault D, Sherbino J. The use of free online educational resources by Canadian emergency medicine residents and program directors. CJEM. 2015;17:101–106.
Qian ET, Leverenz DL, McPherson JA, Kroop SF. An Internal medicine residency podcast: Impact on the educational experience and care practices of medical residents. J Gen Intern Med. 2021;36:1457–1459.
Reid Burks A, Nicklas D, Owens J, Lockspeiser TM, Soranno D. Urinary tract infections: Pediatric primary care curriculum podcast. MedEdPORTAL. 2016;12:10434.
Reynolds TD, Marshall RW. Learning from our students: An exploration of student and teacher experiences in undergraduate rheumatology. Rheumatology. 2019;58(suppl 3):iii51–iii52.
Riddell J, Swaminathan A, Lee M, Mohamed A, Rogers R, Rezaie SR. A survey of emergency medicine residents’ use of educational podcasts. West J Emerg Med. 2017;18:229–234.
Rodenberg C, Brewer K. Emergency medicine residents and attendings are using more non-traditional learning methods including podcasts, blogs, online videos and reading via computers or tablets. Acad Emerg Med. 2015;22(suppl 1):S361.
Rosen D, Matava C, Siu E, Bould D. Podcast educational needs assessment survey of Canadian anaesthesia residents. Anaesth Intensive Care. 2011;39:966.
Roth J, Chang A, Ricci B, Hall M, Mehta N. Why not a podcast? Assessing narrative audio and written curricula in obstetrical neurology. J Grad Med Educ. 2020;12:86–91.
Sandars J, Schroter S. Web 2.0 technologies for undergraduate and postgraduate medical education: An online survey. Postgrad Med J. 2007;83:759–762.
Shekarchi A, Gordon B, Liu J. Using podcasts in place of clinic talks for graduate medical education at a multi-site residency program. Pediatrics. 2018;142:620.
Boothe-LaRoche A, Belay B, Sharma AJ. Pregnancy and postpartum related weight counseling practices of U.S. obstetrician-gynecologists: Results from the Doc Styles survey, 2010. J Womens Health Care. 2014;3:208.
Sherbino J, Upadhye S, Worster A. Self-reported priorities and resources of academic emergency physicians for the maintenance of clinical competence: A pilot study. CJEM. 2009;11:230–234.
Tamas MJ, Mcintosh AC, Carbonara A, Weinman SA. Longitudinal preferences in the format of continuing medical education (CME) activities in diabetes, 2006–2011. Diabetes. 2013;62(S1):A623.
Tarchichi TR, Szymusiak J. Continuing medical education in an on-demand world: Is podcasting the Netflix of medical education? Hosp Pediatr. 2019;9:818–819.
Thurtle N, Banks C, Cox M, Pain T, Furyk J. Free open access medical education resource knowledge and utilisation amongst emergency medicine trainees: A survey in four countries. Afr J Emerg Med. 2016;6:12–17.
Twigg V, Carr S, Harrison L, Quaraishi MS. A survey of continuing medical education amongst otolaryngologists in the UK. Int J Surg. 2016;36(suppl 1):S97.
Verma A, Naveed H, Razak F. Developing and evaluating The Rounds Table podcast for continuing medical education in general adult medicine. J Gen Intern Med. 2015;30(S2):S491.
Vogelsang M, Rockenbauch K, Wrigge H, Heinke W, Hempel G. Medical education for “Generation Z”: Everything online?!—An analysis of Internet-based media use by teachers in medicine. GMS J Med Educ. 2018;35:Doc21.
Walkinshaw E. Medical podcasts going viral. CMAJ. 2011;183:1577–1578.
Weinstock M, Pallaci M, Aluisio AR, et al. Effect of interpolated questions on podcast knowledge acquisition and retention: A double-blind, multicenter, randomized controlled trial. Ann Emerg Med. 2020;76:353–361.
White JS, Sharma N, Boora P. Surgery 101: Evaluating the use of podcasting in a general surgery clerkship. Med Teach. 2011;33:941–943.
Brust T, Yeung M. Clinical neuroscience podcasts for family medicine, internal medicine, and neurology residents: A needs assessment study. Neurology. 2014;82(suppl 10):P1.312.
Young KJ, Kim JJ, Yeung G, Sit C, Tobe SW. Physician preferences for accredited online continuing medical education. J Contin Educ Health Prof. 2011;31:241–246.
Brust T, Cooke L, Yeung M. A randomized-controlled trial comparing efficacy and user satisfaction of audio podcasts versus a traditional lecture on multiple sclerosis in family medicine resident education. Neurology. 2015;84(suppl 14):P4.195.
Chartier LB, Helman AD. Development of a Canadian emergency medicine open-access podcast: The emergency medicine cases experience. Can J Emerg Med. 2015;17(suppl 2):S29–S30.
Chau D, Bowe E, Brown R, DiLorenzo A. Implementation of a comprehensive but simple method to manage and track resident knowledge and skill acquisition during pediatric anesthesia training: Impact on its first graduating class. Anesth Analg. 2012;114(suppl 5):S236.
Bragg D, Voll J, Maxwell-Armstrong C. Teaching medical documentation skills—An innovative method to improve patient care. Int J Surg. 2013;11:699.
Regmi K, Jones L. A systematic review of the factors—enablers and barriers—affecting e-learning in health sciences education. BMC Med Educ. 2020;20:91.
Vaona A, Banzi R, Kwag KH, et al. E-learning for health professionals. Cochrane Database Syst Rev. 2018;1:CD011736.
Cadogan M, Thoma B, Chan TM, Lin M. Free Open Access Meducation (FOAM): The rise of emergency medicine and critical care blogs and podcasts (2002-2013). Emerg Med J. 2014;31:e76–e77.
Accreditation Council for Graduate Medical Education. ACGME program requirements for graduate medical education in emergency medicine. https://www.acgme.org/globalassets/pfassets/programrequirements/110_emergencymedicine_2021.pdf . Updated July 1, 2021. Accessed November 10, 2021.