Podcasting

Forbes, Maryann O; Hickey, Mary

doi:10.1097/01.nne.0000334775.98018.e8

Cited by 33 publications

(10 citation statements)

References 5 publications

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“…In the literature, various observational studies have demonstrated that the use of video streaming contributes to learning as a powerful instrument for education and for the acquisition of clinical competencies, reducing the gap between theory and practice [10–12]. It has also been highlighted that knowledge is not only acquired through video observation, but as part of the students’ learning process.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of an educational video as an instrument to refresh and reinforce the learning of a nursing technique: a randomized controlled trial

et al. 2012

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The Undergraduate Nursing Course has been using videos for the past year or so. Videos are used for many different purposes such as during lessons, nurse refresher courses, reinforcement, and sharing and comparison of knowledge with the professional and scientific community. The purpose of this study was to estimate the efficacy of the video (moving an uncooperative patient from the supine to the lateral position) as an instrument to refresh and reinforce nursing techniques. A two-arm randomized controlled trial (RCT) design was chosen: both groups attended lessons in the classroom as well as in the laboratory; a month later while one group received written information as a refresher, the other group watched the video. Both groups were evaluated in a blinded fashion. A total of 223 students agreed to take part in the study. The difference observed between those who had seen the video and those who had read up on the technique turned out to be an average of 6.19 points in favour of the first (P < 0.05). The results of the RCT demonstrated that students who had seen the video were better able to apply the technique, resulting in a better performance. The video, therefore, represents an important tool to refresh and reinforce previous learning.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of an educational video as an instrument to refresh and reinforce the learning of a nursing technique: a randomized controlled trial

et al. 2012

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“…Reports of the use of podcasts in both undergraduate medical [27-29] and nurse education [30,31] in the U.K. and elsewhere are slowly beginning to emerge. Evaluative studies of the use of podcasts in medical education have indicated that podcasts helped students to learn their course materials and reduce their anxiety and stress relating to the subject [28] without impacting on classroom attendance [29].…”

Section: Introductionmentioning

confidence: 99%

Pharmacology as a foreign language: A preliminary evaluation of podcasting as a supplementary learning tool for non-medical prescribing students

2009

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BackgroundNurses and other health professionals in the U.K. can gain similar prescribing rights to doctors by undertaking a non-medical prescribing course. Non-medical prescribing students must have a thorough understanding of the pharmacology of prescribing to ensure safe practice. Pharmacology education at this level is complicated by the variation in students' prior subject knowledge of, and anxiety about, the subject. The recent advances in technology, particularly the potential for mobile learning, provide increased opportunities for students to familiarise themselves with lecture materials and hence promote understanding. The objective of this study was therefore to evaluate both the subjective (student perception) and objective (student use and exam results) usefulness of podcasts of pharmacology lectures which were provided as an extra learning tool to two cohorts (n = 69) of non-medical prescribing students.MethodsThe podcasts were made available to students through the virtual learning environment WebCT. Use of podcasts by two successive cohorts of nurse prescribing students (n = 69) was tracked through WebCT. Survey data, which was collected from 44 of these students, investigated patterns of/reasons for podcast use and perceived usefulness of podcasts as a learning tool. Of these 69 students, 64 completed the pharmacology exam. In order to examine any impact of podcasts on student knowledge, their exam results were compared with those of two historical cohorts who did not have access to podcasts (n = 70).ResultsWebCT tracking showed that 91% of students accessed at least one podcast. 93% of students used the podcasts to revisit a lecture, 85% used podcasts for revision, and 61% used the podcasts when they had a specific question. Only 22% used the podcasts because they had missed a pharmacology session. Most students (81%) generally listened to the entire podcast rather than specific sections and most (73%) used them while referring to their lecture handouts. The majority of students found the podcasts helpful as a learning tool, as a revision aid and in promoting their understanding of the subject. Evaluation of the range of marks obtained, mode mark and mean mark suggested improved knowledge in students with access to podcasts compared to historical cohorts of students who did not have access to pharmacology podcasts.ConclusionsThe results of this study suggest that non-medical prescribing students utilised podcasts of pharmacology lectures, and have found the availability of these podcasts helpful for their learning. Exam results indicate that the availability of podcasts was also associated with improved exam performance.

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“…Vogt et al, also discuss Siemans' connectivism theory along with Mayers' Multimedia Learning Theory -that students will learn through several avenues including visual and auditory -to frame their study of undergraduate nursing students' learning and satisfaction with podcasting (Vogt, Schaffner, Ribar, & Chavez, 2010). Others have reported survey results that focused on student satisfaction with the technology and the method of content delivery, though without a theoretical framework (Bollmeier, Wenger, & Forinash, 2010;Forbes & Hickey, 2008;Lymn & Bowskill, 2010;McKinney & Page, 2009;Nast et al, 2009;Patasi, Boozary, Hincke, & Jalali, 2009;Pilarski, Alan Johnstone, Pettepher, & Osheroff, 2008;Reynolds, Mason, & Eaton, 2008;Schlairet, 2010;Shantikumar, 2009;Walmsley et al, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

“…One faculty concern is decreased student attendance in class. Some investigators did not find this to be a significant issue (Copley, 2007;Forbes & Hickey, 2008;Lymn & Bowskill, 2010;Meade, Bowskill, & Lymn, 2009;Nast et al, 2009;Pilarski et al, 2008), however, Kardong-Edgren (Kardong-Edgren & Emerson, 2010) found that faculty reported increasing student absenteeism after increased availability of podcasts. .…”

Section: Literature Reviewmentioning

confidence: 99%

Faculty perceptions of webcasting in health sciences education

Gushrowski

Romito

2014

JoTLT

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Pre-recorded lectures (podcasts) and recordings of live lectures (lecture-capture) are now everyday occurrences on many college campuses. Student use and opinions of these technologies have been frequently studied. However, there has been little reported on how faculty perceive these technologies. This article reports the results from a 2010 survey of dental, medical, and nursing faculty about their experiences with podcast/lecture capture technologies as teaching tools. A 46-item survey was distributed electronically to full-time faculty at the schools of Dentistry, Medicine, and Nursing on the campus of Indiana University-Purdue University Indianapolis (IUPUI) in Fall 2010 to determine their experiences and perceptions of podcast/lecture capture technologies as teaching tools. Of the 398 respondents, 32% employed lecture capture while only 2% used podcasting. Of those faculty not currently recording materials, 83 (68%) stated that they plan to do so in the next 2 years. Lack of time, 26 (24%) and training, (22%) are major reasons stated for not recording course content. Although a large number of faculty believe student learning has improved through the use of these technologies (74%, n=86), few stated that test scores have improved following implementation of electronic delivery of course materials (29%, n=34). There was no correlation between the use of podcast/lecture capture technologies and faculty gender, school, or years of teaching. A wide array of technologies to record lectures and present additional course materials electronically are in use at the health sciences programs on the IUPUI campus. Overall, faculty view these technologies in a favorable light.

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Podcasting

Cited by 33 publications

References 5 publications

Effectiveness of an educational video as an instrument to refresh and reinforce the learning of a nursing technique: a randomized controlled trial

Effectiveness of an educational video as an instrument to refresh and reinforce the learning of a nursing technique: a randomized controlled trial

Pharmacology as a foreign language: A preliminary evaluation of podcasting as a supplementary learning tool for non-medical prescribing students

Faculty perceptions of webcasting in health sciences education

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