The Effect of Podcast Lectures on Nursing Students’ Knowledge Retention and Application

Abate, Karen S.

doi:10.1097/00024776-201305000-00010

Cited by 8 publications

(11 citation statements)

References 7 publications

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“…The studies on podcasting took place from 2008 to 2018, across five countries. Sixteen articles were from the United States (Forbes and Hickey, 2008;Johnston et al, 2010;Kardong-Edgren and Emerson, 2010;Kemp et al, 2010;Schlairet, 2010;Vogt et al, 2010;Gipson and Richards, 2011;Greenfield, 2011;Stiffler et al, 2011;Meek et al, 2012;Abate, 2013;Lyons, 2013;Blum 2014Blum , 2018Price et al, 2015;Hargett, 2018), seven from the United Kingdom (McKinney and Page, 2009;Meade, Bowskill et al 2009, 2011Clay, 2011;Mostyn et al, 2013;Fenton, 2014;McSwiggan and Campbell, 2017), and one from Australia (Rogan andSan Miguel, 2013), Norway (Foss et al, 2013) and Iran (Abedian et al, 2018) (see Table 1). The population of learners were mainly undergraduate nursing students, although four studies included graduate nurses (Meade, Bowskill et al 2009, 2011Stiffler et al, 2011;Meek et al, 2012), one focused on nurse preceptors (Blum, 2014), and another had a mixture of pre-registration and post-registration nurses (Schlairet, 2010).…”

Section: Fig 2 Prisma Flow Chart Of the Screening Processmentioning

confidence: 99%

“…Only three studies used students (Lyons, 2013, Rogan andSan Miguel, 2013;Price et al, 2015), two had professional nurses or preceptors from practice (Price et al, 2015;Blum, 2018) and two had patients or families (Fenton, 2014;Price et al, 2015) involved in developing the podcasting material. In addition, only six studies were underpinned by a pedagogical or other theory (Kardong-Edgren and Emerson, 2010;Kemp et al, 2010;Schlairet, 2010;Abate, 2013;Blum, 2014;McSwiggan and Campbell, 2017).…”

Section: Fig 2 Prisma Flow Chart Of the Screening Processmentioning

confidence: 99%

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Podcasting in nursing and midwifery education: An integrative review

O’Connor

Daly

MacArthur

et al. 2020

Nurse Education in Practice

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Section: Fig 2 Prisma Flow Chart Of the Screening Processmentioning

confidence: 99%

Section: Fig 2 Prisma Flow Chart Of the Screening Processmentioning

confidence: 99%

Podcasting in nursing and midwifery education: An integrative review

O’Connor

Daly

MacArthur

et al. 2020

Nurse Education in Practice

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“…[10][11][12][13][14][15] Knowledge retention from podcasts appears comparable to traditional tools, but these studies were performed in controlled settings that may not correspond to real-world podcast use. [15][16][17] Few reports on podcasts in pediatrics have been published and none have evaluated educational outcomes. [18][19][20][21] We examined how typical use of an educational podcast impacted students' learning during pediatrics clerkship.…”

Section: Introductionmentioning

confidence: 99%

Educational Podcast Impact on Student Study Habits and Exam Performance

McCarthy

Porada

Treat

2023

Fam Med

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Background: Emerging technologies, trainees’ proficiency with digital resources, and the COVID-19 pandemic have increased the role of mobile and asynchronous learning methods in medical education. Educational podcasts have gained popularity in both formal curricula and independent learning, but their impact on educational outcomes has not been well studied. Methods: We conducted a prospective cohort study of third-year medical students during pediatrics clerkship. An educational podcast series titled “Peds Soup” was introduced to students as a voluntary study resource. We surveyed students at the end of the rotation to assess study habits and perceptions of the podcast. We compared survey responses from podcast users and nonusers, and used standardized pediatrics subject examination scores to measure knowledge differences between groups. Results: Eighty-three students participated in the study. Peds Soup listeners (n=43) reported spending significantly more time studying during clerkship (M=16.5, SD=9.0 vs M=12.4, SD=9.2 hours/week, P=.009) than nonlisteners. Users expressed positive views toward the podcast’s impact on introducing, reinforcing, and helping apply knowledge, and endorsed that Peds Soup made it easier to find time to study. Examination scores did not differ between the two groups. Discussion: The podcast demonstrated a reaction-level impact, with users reporting positive attitudes toward the podcast’s impact and spending more time studying during pediatrics clerkship. Podcasts have strong potential as a supplement to existing curricula, where they can fill a need for interested learners. Future research should focus on the relationship between time spent and knowledge gain or utilize alternative measures of knowledge.

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“…The possibilities of achieving the educational goal through individually available (on‐demand) programs were analyzed, comparing them with traditional lectures or classes (Davis et al, 2007; Schreiber et al, 2010; Zanussi et al, 2012). It has been shown that the podcast is a valuable addition to the course, improving students' academic skills (Shiozawa et al, 2017) and enhancing knowledge retention and application (Abate, 2013), although it does not necessarily contribute to the improvement of critical thinking abilities (Blum, 2018). Based on the experience with blogs and podcasts, a proposal was also made of quality indicators for these media in medical education (Lin et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Anatomy podcasts for medical education

Skadorwa

2022

Clinical Anatomy

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The implementation of podcasts as a complementary educational activity increased over the past year due to the Covid-19 pandemic. Being an alternative channel for transmission of anatomical knowledge, the on-demand audio broadcasts became an intriguing medium for both students and educators. This paper presents the results of a questionnaire study on the evaluation of an audio podcast designed specifically for the first-year medical students as an innovative and optional component of the human anatomy course. The audience expressed their opinions in four categories: engagement in listening to the podcast, content and preferences, technical level and perspectives of using the podcast in further years of medical studies. Despite the non-compulsory nature of the podcast, the listenership reached the level of 45%. In the study, 1608 listeners had access to the survey and the overall response rate was 35.9%. Based on the analysis, the attitude and preferences of the listeners were demonstrated, including the preferred time of listening, length of the episodes, selection of topics, format of the broadcast, or the method of its delivery. Students also commented on the influence of the podcast on passing the final exam in anatomy and a concept of recording broadcasts in a foreign language. The presented data allowed the recognition of the needs of medical students and contributed to the improvement of the ongoing project. The paper presents the technical data and guidelines for educators willing to include this medium in the students' anatomical curriculum.

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The Effect of Podcast Lectures on Nursing Students’ Knowledge Retention and Application

Cited by 8 publications

References 7 publications

Podcasting in nursing and midwifery education: An integrative review

Podcasting in nursing and midwifery education: An integrative review

Educational Podcast Impact on Student Study Habits and Exam Performance

Anatomy podcasts for medical education

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