CREOGs Over Coffee: Feasibility of an Ob-Gyn Medical Education Podcast by Residents

Abstract

Background Podcasts and other digital resources are increasingly popular among medical learners and allow the dissemination of research to larger audiences. Little is known about the feasibility of graduate medical education trainees developing podcasts for their own and others' learning. Objective We described the development and implementation of a medical education podcast series by residents for obstetrics and gynecology (Ob-Gyn) resident learning, and demonstrated feasibility, sustainability, and acceptance of this series. Methods We used the Council on Resident Education in Obstetrics and Gynecology (CREOG) educational guidelines to create a weekly study podcast for Ob-Gyn residents over 10 months. Costs and donations (for feasibility), downloads over time (for sustainability), and number of reviews on Apple iTunes and followers on Twitter (for acceptability) were measured. Results Sixty episodes were released from September 30, 2018, to July 28, 2019 (43 weeks). Initial costs included $3,150 startup and $29 monthly. Online donations through Patreon amounted to $200 a month, which covered 58% of startup costs at 10 months and are projected to cover full costs by 1.5 years. The podcast had 173 995 downloads as recorded through Podbean (39 a month in September, increased to 31 206 a month in July). It gained 644 followers on Twitter and 147 ratings on iTunes, with an average of 4.86 out of 5 stars. Conclusions Medical podcasts created by Ob-Gyn residents during their training appear feasible and highly acceptable over a sustained period.

The #ObGynInternChallenge: Reach, Adoption, Implementation, and Effectiveness of a Microlearning SMS-Distributed Curriculum

“…The podcasts had already been created by CREOGs Over Coffee. 3 During the month of the course, less than 1 hour/day was required to answer questions from participants to help troubleshoot technological issues or respond to inquiries prompted by a lesson.…”

“…1 New technological advances have been used for student and resident learning, particularly in the form of social media, podcasts, and videos, across multiple specialties including obstetrics and gynecology (Ob/Gyn). 2,3 Notably, these mediums primarily consist of small lessons intended to teach and/or reinforce previous lessons, called “microlearning.” 4 The effectiveness of microlearning delivered via apps, mobile games, and streaming videos has already been reported in clinical studies for health care professionals. 5,6…”

“…The content of each day’s message followed a similar structure: (1) an introduction to the day’s lesson that also reviewed key, foundational facts pertinent to the topic; (2) an infographic to provide additional insight into the topic; (3) a website link, containing a CREOGs Over Coffee podcast (www.creogsovercoffee.com) and additional reference materials 3 ; and (4) a multiple-choice or reflective, open-ended question to which students could respond. Up to 3 additional questions could be asked per lesson and varied in intent, aiming to reinforce knowledge on the day’s lesson, provide opportunities to obtain deeper understanding with additional lesson content, or prompt self-reflection on the topic.…”

Health Care Professional and Caregiver Attitudes Toward and Usage of Medical Podcasting: Questionnaire Study

“…Many currently available pediatric podcasts offer CME credits for their audience, such as Peds RAP [ 20 ], and cover seasonal and salient topics of interest, such as diagnosing and treating “long COVID” in children (Pediatrics on Call Episode 64 [ 21 ]). There are also examples of national societies as well as residents/fellows creating podcasts with specialty-specific content (eg, “Bowel Sounds: The Pediatric GI Podcast” [ 22 ]), showcasing the ability of the medium to serve diverse medical education needs [ 23 , 24 ]. For trainees who attend required didactics as live lectures or case discussions, often 30-60 minutes in length and during the workday, a podcast covering the same material that can be archived and listened to on a flexible timetable is an invaluable self-directed learning resource that gives listeners the discretion to engage when they so desire.…”

Facilitating an Optimal Transition to Residency in Obstetrics and Gynecology

“…Each question was paired with learning resources recommended by the group, drawing on traditional resources such as American College of Obstetricians and Gynecologists' Practice Bulletins and research studies and also YouTube videos, web-based learning tools, and podcasts such as the CRE-OGs over Coffee series. 31 Incoming interns take the selfassessment by completing a confidential survey at https://rightresidentready.org/incoming_page. After the assessment, the results are emailed to the user, who can then use the results to identify topics to focus on.…”