Prior Podcast Experience Moderates Improvement in Electroencephalography Evaluation After Educational Podcast Module

Vasilopoulos, Terrie; Chau, Destiny F.; Bensalem‐Owen, Meriem; Cibula, Jean E.; Fahy, Brenda G.

doi:10.1213/ane.0000000000000681

Cited by 33 publications

(35 citation statements)

References 23 publications

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“…The number of items reported on the COREQ checklist ranged from 21 to 29 (out of 32 items). Supplemental Digital Table 1 provides the MERSQI score components for each of the 22 quantitative studies 11–15,17–20,23–33,36,38 , and Supplemental Digital Table 2 provides the COREQ checklist for components of the 7 qualitative studies. 16,21,22,34,35,37,39 …”

Section: Resultsmentioning

confidence: 99%

“…The remaining seven (24.1%) articles evaluated an intervention with pre and post measures. 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.…”

Section: Resultsmentioning

confidence: 99%

“…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).…”

Section: Resultsmentioning

confidence: 99%

“…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). 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.…”

Section: Resultsmentioning

confidence: 99%

“…Of the 29 studies, 13 11–23 (44.8%) attempted to use social media to enhance the educational value that residents receive (Table 1). 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.…”

Section: Resultsmentioning

confidence: 99%

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

et al. 2017

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Purpose Despite the growing presence of social media in graduate medical education (GME), few studies have attempted to characterize their effect on residents and their training. The authors conducted a systematic review of the peer-reviewed literature to understand the effect of social media on resident (1) education, (2) recruitment, and (3) professionalism. Method The authors identified English-language peer-reviewed articles published through November 2015 using Medline, Embase, Cochrane, PubMed, Scopus, and ERIC. They extracted and synthesized data from articles that met inclusion criteria. They assessed study quality for quantitative and qualitative studies through, respectively, the Medical Education Research Study Quality Instrument and the Consolidated Criteria for Reporting Qualitative Studies. Results Twenty-nine studies met inclusion criteria. Thirteen (44.8%) pertained to residency education. Twitter, podcasts, and blogs were frequently used to engage learners and enhance education. YouTube and wikis were more commonly used to teach technical skills and promote self-efficacy. Six studies (20.7%) pertained to the recruitment process; these suggest that GME programs are transitioning information to social media to attract applicants. Ten studies (34.5%) pertained to resident professionalism. Most were exploratory, highlighting patient and resident privacy, particularly with respect to Facebook. Four of these studies surveyed residents about their social network behavior with respect to their patients, while the rest explored how program directors use it to monitor residents’ unprofessional online behavior. Conclusions The effect of social media platforms on residency education, recruitment, and professionalism is mixed and the quality of existing studies is modest at best.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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

et al. 2017

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The online educational tool “Roadmap to EEGs” significantly improved trainee performance in recognizing EEG patterns

Sheikh,

Katyal,

Hadjinicolaou

et al. 2024

Epileptic Disorders

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ObjectiveWe created a framework to assess the competency‐based EEG curriculum, outlined by the International League Against Epilepsy (ILAE) through a video‐based online educational resource (“Roadmap to EEGs”) and assessed its effectiveness and feasibility in improving trainees' knowledge.MethodsTen video‐based e‐learning modules addressed seven key topics in EEG and epileptology (normal EEG, normal variants, EEG artifacts, interictal epileptiform discharges (IED), focal seizures, idiopathic generalized epilepsy (IGE), and developmental and epileptic encephalopathies (DEE)). We posted the educational videos on YouTube for free access. Pre‐ and post‐tests, each comprising 20 multiple‐choice questions, were distributed to institution leadership and advertised on social media platforms to reach a global audience. The tests were administered online to assess the participants' knowledge. Pre‐ and post‐test questions showed different EEG samples to avoid memorization and immediate recall. After completing the post‐test, participants were asked to respond to 7 additional questions assessing their confidence levels and recommendations for improvement.ResultsA total of 52 complete and matched pre‐ and post‐test responses were collected. The probability of a correct response was 73% before teaching (95% CI: 70%–77%) and 81% after teaching (95% CI: 78%–84%). The odds of a correct response increased significantly by 59% (95% CI: 28%–98%, p < .001). For participants having >4 weeks of EEG training, the probability of a correct response was 76% (95% CI: .72–.79) and 81% after teaching (95% CI: .78–.84). The odds of answering correctly increased by 44% (95% CI: 15%–80%, p = .001). Participants felt completely confident in independently interpreting and identifying EEG findings after completing the teaching modules (17.1% before vs. 37.8% after, p‐value < .0001). 86.5% of participants expressed a high likelihood of recommending the module to other trainees.SignificanceThe video‐based online educational resource allows participants to acquire foundational knowledge in EEG/epilepsy, and participants to review previously learned EEG/epilepsy information.

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Evolution of social media: review of the role of podcasts in gynaecology

Chen

2017

Int Urogynecol J

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Podcasts are an emerging social media phenomenon in medicine, originating from critical care specialities and now expanding to other domains. Aided by the rapid increase in popularity of social media platforms and the advantage of accessibility, universality and portability, there has been a slow but significant expansion of podcast use in gynaecology. Current literature suggests that there is potential for digital communication to enhance dissemination of information, however there is conflicting evidence on its ability to increase users' knowledge. Emerging interest in urogynaecology presents an opportunity for the subspeciality to tailor podcasts to the needs of its users. In this review, the origins, current evidence and future trends in the use of podcasts in urogynaecology are explored.

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Prior Podcast Experience Moderates Improvement in Electroencephalography Evaluation After Educational Podcast Module

Cited by 33 publications

References 23 publications

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

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

The online educational tool “Roadmap to EEGs” significantly improved trainee performance in recognizing EEG patterns

Evolution of social media: review of the role of podcasts in gynaecology

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