The COVID-19 pandemic is forcing society to re-evaluate how it educates learners of all levels, from medical students to faculty. Travel restrictions and limits on large public gatherings have necessitated the cancelling of numerous regional and national conferences as well as local grand rounds at many academic centers. Podcasting provides a potential solution for providing CME in a safe, socially distant way as an alternative to these more traditional CME sources for health care professionals. Using a popular CME podcast for pediatric hospitalists as an example, this article describes the many advantages that podcasting poses over more traditional CME methods, outlines some of the methodological and technological considerations that go into creating a high-quality podcast, and describes how podcasting can be leveraged during a global pandemic. Finally, we identify areas for further research regarding podcasting, including effective ways to virtually replace the more social and community building aspects of traditional conferences and grand rounds.
This study utilized focus groups of residents, who report adverse events at differing rates depending on their hospital site, to better understand barriers to residents’ reporting and identify modifiable aspects of an institution’s culture that could encourage resident event reporting. Focus groups included residents who rotated at 3 hospitals and represented 4 training programs. Focus groups were audio recorded and analyzed using qualitative methods. A total of 64 residents participated in 8 focus groups. Reporting behavior varied by hospital culture. Residents worried about damage to their professional relationships and lacked insight into the benefits of multiple reports of the same event or how human factors engineering can prevent errors. Residents did not understand how reporting affects litigation. Residents at other academic institutions likely experience similar barriers. This study illustrates that resident reporting is modifiable by changing hospital culture, but hospitals have only a few opportunities to mishandle reporting before resident reporting attitudes solidify.
Podcasting, like many new technologies, provides the opportunity to make learning more convenient and efficient. Since gaining popularity as a medium in the early 2000s, there is a growing number of podcasts in the medical field that target the lay public, patients, and health care professionals. 1 In 2018, the Edison Report stated that 44% of Americans had listened to a podcast in their lifetime, and 26% listened in the past month. 2 These percentages have consistently risen since 2008. 2 Regular podcast listeners tend to have an advanced degree, full-time employment, and a higher annual household income than the general US population. 2 The Edison Report also states that podcasting takes advantage of commute time, and as per the US Census Bureau, the average American commute is 26 minutes each way. 2 Given this reported average listener profile, physicians seem ideal targets for podcast-based education. Podcasts are currently used in a variety of ways for medical education. The earliest adopters of medical education podcasting were emergency physicians and intensivists. 3 Residents have been quick to adopt podcasts as part of their medical education toolbox because they tend to be younger and more likely to use technology. Mallin et al 4 showed that residents in emergency medicine preferred podcasts to any other traditional teaching tool, including textbooks and Google. Purdy et al 5 found that 90% of surveyed residents used podcasts as an educational resource. Podcasting provides an opportunity to transform the landscape of medical education by allowing physicians to learn on their own terms, through a medium that can fit into any lifestyle or schedule. We suspect the popularity of podcasting for medical education will continue to grow as podcasts become ingrained as a source of information among the current generation of trainees.
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.
Introduction: Patient safety is recognized as an important part of pediatric resident education. There is a lack of published safety curricula targeting pediatric residents. A local needs assessment showed that while residents felt safety was an important part of their current and future jobs, they did not feel prepared to apply safety principles to their future careers or participate in a root cause analysis (RCA). Methods: This curriculum was delivered to senior-level pediatric and multiple-board residents during five monthly, hourlong, multidisciplinary sessions. Sessions covered systems-based thinking, terminology, the second victim phenomenon, RCA, and medication errors, while providing feedback on recent event reports filed by residents. Resident knowledge, attitudes, and reporting behavior were evaluated prior to and following the curriculum. Results: Attendees showed statistically significant improved safety attitudes and preparedness to apply safety to their future endeavors; conversely, there were no significant changes in nonattendees. There were no significant changes in knowledge scores or event reporting. Answers to qualitative questions identified learning about the reporting process, RCAs, and follow-up on filed event reports as valuable parts of the curriculum. Residents desired more time to debrief about safety events. Discussion: The curriculum succeeded in engaging residents in patient safety and making them feel prepared for future practice. Residents showed a dissonance between their intentions to report and their actual reporting behaviors, the reasons for which require further exploration. Residents desired a forum to deal with the emotions involved in errors. This curriculum is easily transferable to other institutions with minor modifications.
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