Education Research: Evaluating the use of podcasting for residents during EEG instruction

Abstract

Objective: Educational methods for residents are shifting toward greater learner independence aided by technological advances. A Web-based program using a podcast was created for resident EEG instruction, replacing conventional didactics. The EEG curriculum also consisted of EEG interpretations under the tutelage of a neurophysiologist. This pilot study aimed to objectively evaluate the effectiveness of the podcast as a new teaching tool. Methods:A podcast for resident EEG instruction was implemented on the Web, replacing the traditional lecture. After Institutional Review Board approval, consent was obtained from the participating residents. Using 25-question evaluation tools, participants were assessed at baseline before any EEG instruction, and reassessed after podcasting and after 10 clinical EEG exposures. Each 25-item evaluation tool contained tracings used for clinical EEG interpretations. Scores after podcast training were also compared to scores after traditional didactic training from a previous study among anesthesiology trainees. Results:Ten anesthesiology residents completed the study. The mean scores with standard deviations are 9.50 Ϯ 2.92 at baseline, 13.40 Ϯ 3.31 (p ϭ 0.034) after the podcast, and 16.20 Ϯ 1.87 (p ϭ 0.019) after interpreting 10 EEGs. No differences were noted between the mean educational tool scores for those who underwent podcasting training compared to those who had undergone traditional didactic training. Conclusion:In this pilot study, podcast training was as effective as the prior conventional lecture in meeting the curricular goals of increasing EEG knowledge after 10 EEG interpretations as measured by assessment tools. Neurology ® 2011;77:e42-e44 GLOSSARY CME ϭ continuing medical education; GME ϭ graduate medical education; IT ϭ Information Technology; UKy ϭ University of Kentucky.Podcasting technology is attractive in graduate medical education (GME) because of its educational potential, low implementation cost, and positive user experiences.1,2 The current technology-savvy millennial generation of residents are a driving force for its growth.3 Podcasting enables faculty to easily provide supplemental didactics in a video podcast format. In this pilot study, podcasting was incorporated into an established EEG curriculum developed by a neurophysiologist and a neurointensivist at the University of Kentucky (UKy). 4,5 The module was taught to anesthesiology residents, pulmonary critical care fellows, neurosurgery residents, and medical students during their neurocritical care rotation. This particular study was addressed to the anesthesiology residents. Conventional didactics were converted to a podcast including slides with lecturer audio, event videos during recordings, and EEG tracings. Topics included monitoring, physiologic basis, and clinical applications. The resident interpreted 10 EEGs with a neurophysiologist (1:1 or 1:2 faculty-to-resident ratio) and participated in video, continuous, and intraoperative EEG monitoring throughout the institution.This study ...

An effective automated method for teaching EEG interpretation to neurology residents

“…neurophysiologists has been shown to increased post-test scores in anesthesia residents [6]. In a similar group of residents, podcasting instead of traditional lectures was shown to be an effective means of EEG education via a matched pre and post-test model as was used in our study [7]. We now show that an automated EEG teaching program leads to significant improvements per tests of EEG interpretation knowledge.…”

The Use of Social Media in Graduate Medical Education: A Systematic Review

“…11–13,17,19,21,23 We uncovered no randomized control trials (RCTs). Among the platforms studied, Facebook 25,28,30–32,34–37,39 (n = 8, 27.6%), blogs 13,21,22 (n = 3, 10.3%), Twitter 11,14,16 (n = 3, 10.3%), and podcasts 12,20,23 (n = 3, 10.3%) were the four most common. While the focus of each study pertained to residents, 9 studies 13,17,23,25,28–30,33,39 (31.0%) included medical students and 9 studies 14,24,26,27,30,31,33,34,38 (31.0%) included faculty members and program directors (PDs).…”

“…While the focus of each study pertained to residents, 9 studies 13,17,23,25,28–30,33,39 (31.0%) included medical students and 9 studies 14,24,26,27,30,31,33,34,38 (31.0%) included faculty members and program directors (PDs). Among the GME residencies, studies on social media most frequently focused on residents of general/sub-specialty surgery 27,28,34,35,37 (n = 5, 17.2%), internal medicine 11,13,14 (n = 3,10.3%) and anesthesia 12,20,23 (n = 3,10.3%); radiology, emergency medicine, pediatrics, family medicine, and dermatology residents were studied, albeit less frequently with respect to social media.…”

“…Of these, Twitter 11,14,16 (n = 3, 23.1%), podcasts 12,20,23 (n = 3, 23.1%), and blogs 13,21,22 (n = 3, 23.1%) were the most frequently used platforms. Wikis 17,18 (n = 2, 15.4%), Skype 19 (n = 1, 7.7%), and YouTube 15 (n = 1, 7.7%) were studied less frequently.…”

Evaluating Educational Interventions in Emergency Medicine

“…While some authors have argued that various alternative teaching methods are superior to lectures, [68][69][70] many studies have demonstrated that these alternatives are merely equivalent or perhaps even inferior to didactic teaching. [71][72][73][74][75][76][77][78][79][80] Some educators believe that lectures by experts in specific areas of medicine may still have value, although some limited data suggest that expert guest speakers at grand rounds do not produce increased knowledge retention. 81 What Strategies Are Available to Enhance Didactic Learning Sessions Within EM Programs and How Should Their Success Be Measured?…”