Efficacy and perceived utility of podcasts as a supplementary teaching aid

Kalludi, Shivananda N; Punja, Dhiren; Nayak, Kirtana Raghurama; Dhar, Murali

doi:10.4066/amj.2013.1786

Cited by 23 publications

(14 citation statements)

References 19 publications

(23 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This type of pedagogical concept may increase performance and safety at the patient bedside and in remote parts of the world [29]. A summary of the characteristics of the 17 articles reviewed is provided in Multimedia Appendix 3 [26-35,37-43].…”

Section: Resultsmentioning

confidence: 99%

Microlearning in Health Professions Education: Scoping Review

et al. 2019

View full text Add to dashboard Cite

Background Microlearning, the acquisition of knowledge or skills in the form of small units, is endorsed by health professions educators as a means of facilitating student learning, training, and continuing education, but it is difficult to define in terms of its features and outcomes. Objective This review aimed to conduct a systematic search of the literature on microlearning in health professions education to identify key concepts, characterize microlearning as an educational strategy, and evaluate pedagogical outcomes experienced by health professions students. Methods A scoping review was performed using the bibliographic databases PubMed (MEDLINE), CINAHL, Education Resources Information Center, EMBASE, PsycINFO, Education Full Text (HW Wilson), and ProQuest Dissertations and Theses Global. A combination of keywords and subject headings related to microlearning, electronic learning, or just-in-time learning combined with health professions education was used. No date limits were placed on the search, but inclusion was limited to materials published in English. Pedagogical outcomes were evaluated according to the 4-level Kirkpatrick model. Results A total of 3096 references were retrieved, of which 17 articles were selected after applying the inclusion and exclusion criteria. Articles that met the criteria were published between 2011 and 2018, and their authors were from a range of countries, including the United States, China, India, Australia, Canada, Iran, Netherlands, Taiwan, and the United Kingdom. The 17 studies reviewed included various health-related disciplines, such as medicine, nursing, pharmacy, dentistry, and allied health. Although microlearning appeared in a variety of subject areas, different technologies, such as podcast, short messaging service, microblogging, and social networking service, were also used. On the basis of Buchem and Hamelmann’s 10 microlearning concepts, each study satisfied at least 40% of the characteristics, whereas all studies featured concepts of maximum time spent less than 15 min as well as content aggregation. According to our assessment of each article using the Kirkpatrick model, 94% (16/17) assessed student reactions to the microlearning (level 1), 82% (14/17) evaluated knowledge or skill acquisition (level 2), 29% (5/17) measured the effect of the microlearning on student behavior (level 3), and no studies were found at the highest level. Conclusions Microlearning as an educational strategy has demonstrated a positive effect on the knowledge and confidence of health professions students in performing procedures, retaining knowledge, studying, and engaging in collaborative learning. However, downsides to microlearning include pedagogical discomfort, technology inequalities, and privacy concerns. Future research should look at higher-level outcomes, including benefits to patients or practice changes. The findings of this scoping revi...

show abstract

Section: Resultsmentioning

confidence: 99%

Microlearning in Health Professions Education: Scoping Review

et al. 2019

View full text Add to dashboard Cite

show abstract

“…In terms of blog posts, these are also easily accessible, portable, and easy for students to incorporate into existing notes. While FOAM resources have not yet replaced lectures and textbooks, studies suggest that they may aid in knowledge acquisition and retention in medical learners in combination with traditional resources [ 10 , 18 , 20 ]. Curricular developers in medical schools may consider curating suggested podcasts and blog posts for their students to complement existing didactics.…”

Section: Discussionmentioning

confidence: 99%

“…Although these resources are being incorporated by medical learners into their education, there is a paucity of research so far demonstrating their efficacy in learning outcomes. Many studies conducted in the literature so far lack a record of the knowledge gained as a measure of objective learning benefit [ 16 - 18 ] and, if it is recorded, combine podcasts and/or blog posts with further methods of teaching [ 11 , 19 - 20 ]. Furthermore, these studies are often conducted with dental or nursing students rather than undergraduate medical students.…”

Section: Introductionmentioning

confidence: 99%

A Randomized Comparative Trial of the Knowledge Retention and Usage Conditions in Undergraduate Medical Students Using Podcasts and Blog Posts

Lien

Chin²,

Helman³

et al. 2018

Cureus

View full text Add to dashboard Cite

IntroductionPodcasts and blog posts have gained popularity in Free Open Access Medical education (FOAM). Previous work suggests that podcasts may be useful for knowledge acquisition in undergraduate medical education. However, there remains a paucity of research comparing the two mediums. This study aims to investigate if there are differences in knowledge acquisition and usage conditions by medical students using podcasts and blog posts.MethodsMedical students were randomized to either the podcast or blog post group. They completed an initial online assessment of their baseline knowledge on the subject matter. Participants then received access to learning materials and were given four weeks to complete the follow-up assessment on their own time. Independent t-test, paired samples t-test, and a mixed ANOVA (analysis of variance) were conducted to assess knowledge acquisition. An intention-to-teach analysis was used to impute missing data from students lost to follow-up. Simple descriptive statistical data was used to describe media usage conditions.ResultsCompletion of at least one follow-up assessment was comparable (68% podcasts (n = 21/31), 73% blog posts (n = 22/30)). Both groups showed significant improvements in their test scores, with an average 22% improvement for the podcast group and 29% for the blog post group. There was no significant statistical difference in knowledge acquisition between educational modalities overall. Students in the blog post group that completed both post-intervention quizzes showed a larger improvement than the podcast group in the toxicology topic, with similar improvements in the asthma topic. The podcast group tended to engage in multiple activities while using the learning materials (e.g. at least two to three of the following: driving, eating, chores, taking notes, exercising/walking), while the blog readers tended to do fewer activities (e.g. only one of the following: note taking, eating).ConclusionThis study suggests that podcasts and blog posts are useful for extracurricular knowledge acquisition by undergraduate medical students with no significant difference between the two modalities. The usage conditions for each type of media differ.

show abstract

“…[ 30 32 33 ] While there is no substitute for supervised live operative experience with immediate feedback, the accessibility of podcasts affords an excellent opportunity for the trainee to observe and discusses the procedure prior to performing the operation. [ 33 35 ]…”

Section: P Odcastsmentioning

confidence: 99%

The millennial generation plastic surgery trainees in sub-Saharan Africa and social media: A review of the application of blogs, podcasts, and twitter as web-based learning tools

et al. 2020

View full text Add to dashboard Cite

The delivery of education and training in plastic surgery in Sub-Saharan Africa face increasing challenges. These include endemic shortages of plastic surgeons within postgraduate medical school faculties, the erosion of financial and clinical resources for teaching, and more recently, the millennial generation paradigm shift. It is generally accepted that the millennial generation will be more discerning and comfortable in their requirements for web-based learning content to support their education and training in plastic surgery. We reviewed current literature including original and review articles obtained through a search of PubMed database, Medline, Google Scholar, and hand searching of bibliographies of published articles using the keywords: social media, Blogs, Twitter, plastic surgery, and millennial generation. This article defines and explores Blogs, Podcasts, and Twitter, as web-based learning tools, and discusses how to leverage social media to maximize their educational value and effectiveness.

show abstract

Efficacy and perceived utility of podcasts as a supplementary teaching aid

Abstract: Students benefited when podcasts were used to supplement live lectures and textbook content. This was indicated by better student performance in the podcast group. Also, students showed a favourable attitude for podcasts being used as a supplementary teaching and learning aid.

Cited by 23 publications

References 19 publications

Microlearning in Health Professions Education: Scoping Review

Microlearning in Health Professions Education: Scoping Review

A Randomized Comparative Trial of the Knowledge Retention and Usage Conditions in Undergraduate Medical Students Using Podcasts and Blog Posts

The millennial generation plastic surgery trainees in sub-Saharan Africa and social media: A review of the application of blogs, podcasts, and twitter as web-based learning tools

Contact Info

Product

Resources

About