Superior Gain in Knowledge by Podcasts Versus Text-Based Learning in Teaching Orthopedics: A Randomized Controlled Trial

Back, David Alexander; Malotky, Jennifer von; Sostmann, Kai; Hube, Robert; Peters, Harm; Hoff, Eike

doi:10.1016/j.jsurg.2016.07.008

Cited by 78 publications

(84 citation statements)

References 22 publications

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“…In the past, several studies have used podcasts in medical education for different purposes. Podcasts have been tried as a teaching method in comparison to traditional didactic teaching [ 8 , 16 – 21 ] or text-based learning [ 22 , 23 ]. Most other investigators have used podcasts as tools to supplement routine teaching practices [ 6 , 7 , 10 , 24 – 34 ].…”

Section: Introductionmentioning

confidence: 99%

Short-duration podcasts as a supplementary learning tool: perceptions of medical students and impact on assessment performance

2017

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BackgroundUse of podcasts has several advantages in medical education. Podcasts can be of different types based on their length: short (1–5 min), moderate (6–15 min) and long (>15 min) duration. Short-duration podcasts are unique since they can deliver high-yield information in a short time. The perceptions of medical students towards short-duration podcasts are not well understood and this study aimed to analyze the same. An exploratory analysis of students’ podcast usage and performance in summative assessments was also undertaken.MethodsFirst-year medical students (N = 94) participated in the study. Eight audiovisual podcasts, each ≤3 min duration (3-MinuTe Lessons; 3MTLs) were developed for two topics in biochemistry. The podcasts were made available for students after didactic lectures on the topics. Feedback was collected from students about their perceptions to 3MTLs using a self-reported questionnaire. The scores of students in summative assessments were compared based on their usage of 3MTLs.ResultsFeedback revealed that 3MTLs were well received by students as a useful and convenient supplementary tool. Students used 3MTLs for topic review, to get an overview, as well as for quick revision and felt that 3MTLs were helpful in improving their understanding of the topic, clarify concepts and focus on important points and in turn, in preparation for assessments. A significant proportion (49%) felt that 3-min duration was optimal while, an equal proportion suggested an increase in the duration to 5 min with more information. The overall mean scores in assessments were not different between students based on 3MTLs usage. The pairwise comparisons revealed better scores amongst students who used 3MTLs for both topics.ConclusionOverall, short-duration podcasts were perceived by students as useful supplementary learning tools that aided them for revision and in preparation for assessments.Electronic supplementary materialThe online version of this article (10.1186/s12909-017-1001-5) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 99%

Short-duration podcasts as a supplementary learning tool: perceptions of medical students and impact on assessment performance

2017

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“…For multimedia learning specifically, learning is enhanced when both visual and auditory channels are stimulated [20, 21]. Back et al [32] found that medical students had higher knowledge gains with vodcasts compared to textbooks, while Edmond et al [33] showed that medical students had equivalent learning gains with vodcasts and written handouts. Many variables could contribute to these conflicting results, including the skill of the teacher and the difficulty of the topic.…”

Section: Discussionmentioning

confidence: 99%

A descriptive, cross-sectional study of medical student preferences for vodcast design, format and pedagogical approach

2017

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BackgroundVodcasts (video podcasts) are becoming increasingly popular in medical education. At A.T. Still University School of Osteopathic Medicine in Arizona (ATSU SOMA), vodcasts are an essential component of our blended learning environment, where year 2–4 students train in a contextual setting at community health centers across the U.S. Vodcasts are used far less frequently in our year 1 residential learning environment at the main campus in Arizona, but we are considering moving to significantly more interactive educational experiences with on-demand videos followed by in-class activities. The aim of this study was to determine stakeholder (i.e. medical student) preferences for vodcast design, format, and pedagogical strategies. The overall goal was to increase opportunities for students to learn with this modality.MethodsAn interactive Qualtrics™ survey was administered to three cohorts of medical students. The survey generated quantitative and open-ended response data that addressed principles of vodcast instructional design and learning. Responses to survey items were analyzed for statistical significance using the independent samples t-test for interval data, the chi-square test for categorical data, and the Kruskal-Wallis test for ordinal data, using the post-hoc Bonferroni procedure to determine the appropriate α level. Responses to open-ended prompts were categorized using open- and axial-coding.ResultsThe most highly valued vodcast attributes, considered essential by all three cohorts, were clear explanations, organization, conciseness, high-yield for medical board exams, and the ability to speed vodcasts up. The least helpful vodcast attributes for all three cohorts were music and objects moving on screen. The average preferred vodcast length for each cohort was 27–28 min. There were significant differences between the less experienced learners in the residential setting and the more mature learners in the blended learning environment regarding certain vodcast attribute preferences, format of included practice questions, explanations for preferred vodcast lengths, and reasons for not viewing vodcasts.ConclusionsOverall, learner preferences were in line with non-interactive, screen-capture type vodcasts, which have lower demands on institutional cost and faculty production time than Flash™-type interactive vodcasts. Students in the blended learning environment were much more focused on vodcast features that decreased their time commitment, including a preference for noninteractive vodcasts. Given the increase in distance learning in medical education, our results should be of value to other medical programs.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0926-z) contains supplementary material, which is available to authorized users.

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“…3 A randomised controlled study in Germany in the undergraduate medical education context examined the effectiveness of podcast learning compared with learning from textbooks about common orthopaedic diseases. 4 This group demonstrated that medical students in the podcast group scored significantly higher on a knowledge test than those in the text-based learning group. Nearly half of the people living in the USA aged between 18 and 34 years listen to at least one podcast each month, whereas less than 25% of those aged 55 years and older do, suggesting that this educational modality is increasing in popularity with the coming of age of a new generation of learners who find it valuable and engaging ( Figure 1).…”

Section: Introductionmentioning

confidence: 87%

“…Moreover, podcasts are effective and have been shown to be superior to traditional lectures in promoting learning and retention, especially in learners who are accustomed to listening to podcasts . A randomised controlled study in Germany in the undergraduate medical education context examined the effectiveness of podcast learning compared with learning from textbooks about common orthopaedic diseases . This group demonstrated that medical students in the podcast group scored significantly higher on a knowledge test than those in the text‐based learning group.…”

Section: Introductionmentioning

confidence: 99%

How to podcast: a great learning tool made simple

Wolpaw¹,

Harvey²

2019

The Clinical Teacher

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Superior Gain in Knowledge by Podcasts Versus Text-Based Learning in Teaching Orthopedics: A Randomized Controlled Trial

Cited by 78 publications

References 22 publications

Short-duration podcasts as a supplementary learning tool: perceptions of medical students and impact on assessment performance

Short-duration podcasts as a supplementary learning tool: perceptions of medical students and impact on assessment performance

A descriptive, cross-sectional study of medical student preferences for vodcast design, format and pedagogical approach

How to podcast: a great learning tool made simple

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