The impact of podcasting on the learning and satisfaction of undergraduate nursing students

Vogt, Marjorie; Schaffner, Barbara H.; Ribar, Alicia K.; Chavez, Ruth

doi:10.1016/j.nepr.2009.03.006

Cited by 83 publications

(73 citation statements)

References 10 publications

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“…Published articles focus on technical aspects, podcast topics review, and students' podcasting experiences. 1,6 Podcasts replaced a nursing curriculum's traditional lectures with students satisfied with the podcast experience and no significant difference on examination performance compared to traditional lectures. 1 Our study suggests that podcasting might replace conventional didactics in this EEG curriculum.…”

Section: Resultsmentioning

confidence: 99%

“…1,6 Podcasts replaced a nursing curriculum's traditional lectures with students satisfied with the podcast experience and no significant difference on examination performance compared to traditional lectures. 1 Our study suggests that podcasting might replace conventional didactics in this EEG curriculum. The score increases from baseline to after interpretation of 10 EEGs were comparable in the podcast group and the conventional didactic group.…”

Section: Resultsmentioning

confidence: 99%

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Education Research: Evaluating the use of podcasting for residents during EEG instruction

Bensalem‐Owen¹,

Chau²,

Sardam³

et al. 2011

Neurology

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Objective: Educational methods for residents are shifting toward greater learner independence aided by technological advances. A Web-based program using a podcast was created for resident EEG instruction, replacing conventional didactics. The EEG curriculum also consisted of EEG interpretations under the tutelage of a neurophysiologist. This pilot study aimed to objectively evaluate the effectiveness of the podcast as a new teaching tool. Methods:A podcast for resident EEG instruction was implemented on the Web, replacing the traditional lecture. After Institutional Review Board approval, consent was obtained from the participating residents. Using 25-question evaluation tools, participants were assessed at baseline before any EEG instruction, and reassessed after podcasting and after 10 clinical EEG exposures. Each 25-item evaluation tool contained tracings used for clinical EEG interpretations. Scores after podcast training were also compared to scores after traditional didactic training from a previous study among anesthesiology trainees. Results:Ten anesthesiology residents completed the study. The mean scores with standard deviations are 9.50 Ϯ 2.92 at baseline, 13.40 Ϯ 3.31 (p ϭ 0.034) after the podcast, and 16.20 Ϯ 1.87 (p ϭ 0.019) after interpreting 10 EEGs. No differences were noted between the mean educational tool scores for those who underwent podcasting training compared to those who had undergone traditional didactic training. Conclusion:In this pilot study, podcast training was as effective as the prior conventional lecture in meeting the curricular goals of increasing EEG knowledge after 10 EEG interpretations as measured by assessment tools. Neurology ® 2011;77:e42-e44 GLOSSARY CME ϭ continuing medical education; GME ϭ graduate medical education; IT ϭ Information Technology; UKy ϭ University of Kentucky.Podcasting technology is attractive in graduate medical education (GME) because of its educational potential, low implementation cost, and positive user experiences.1,2 The current technology-savvy millennial generation of residents are a driving force for its growth.3 Podcasting enables faculty to easily provide supplemental didactics in a video podcast format. In this pilot study, podcasting was incorporated into an established EEG curriculum developed by a neurophysiologist and a neurointensivist at the University of Kentucky (UKy). 4,5 The module was taught to anesthesiology residents, pulmonary critical care fellows, neurosurgery residents, and medical students during their neurocritical care rotation. This particular study was addressed to the anesthesiology residents. Conventional didactics were converted to a podcast including slides with lecturer audio, event videos during recordings, and EEG tracings. Topics included monitoring, physiologic basis, and clinical applications. The resident interpreted 10 EEGs with a neurophysiologist (1:1 or 1:2 faculty-to-resident ratio) and participated in video, continuous, and intraoperative EEG monitoring throughout the institution.This study ...

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Education Research: Evaluating the use of podcasting for residents during EEG instruction

Bensalem‐Owen¹,

Chau²,

Sardam³

et al. 2011

Neurology

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“…This, for instance, involves utilizing students' mobile devices and creating non-text representations of learning material. Some studies, however, reported on students having technical difficulties due to faculty's overrating students' abilities and not providing enough support (Morris 2010;Vogt et al 2010). It is also problematic to assume the opposite about older students Bwho may in fact be keen to take advantage of learning and teaching innovation^ (Chester et al 2011, p. 244).…”

Section: Digital Native Misconception -Unexpected Lack Of Abilitymentioning

confidence: 99%

Blurring time and place in higher education with bring your own device applications: a literature review

Sundgren

2017

Educ Inf Technol

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The use of mobile devices is increasing rapidly in society, and student device ownership is becoming more or less ubiquitous in many parts of the world. This might be an under-utilised resource that could benefit the educational practices of institutions of higher education. This review examines 91 journal articles from 28 countries published in the years of 2009-2015 with regards to the applications of Bring Your Own Device (BYOD) in higher education to take inventory of how it is applied where blurring of boundaries of time and place can be observed, and to observe problems or obstacles regarding these applications. Research interests do not seem to shift, as much as they are becoming more diverse. The five applications that were identified in 2009 were in discussion during all of the examined years, whereas the total number of applications in discussion increased to 12 in 2015. A methodological concern with regard to trend analysis is that more than half of the articles lack a stated year of data collection. As this can differ greatly from the year of publication, any trend analysis will be burdened with uncertainty. That said, a pattern that emerges is a shift away from distribution of content towards social networking applications. Much less focus has been placed on obstacles and problems in later years, but some areas that have been addressed are usability problems due to small screens and keyboards, with costs of devices and data plans making ownership unfeasible for certain activity types or groups of students.

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“…A number of authors advocate for a complementary approach whereby technologies are used alongside face-to-face teaching, rather than as a replacement (Merhi 2015;Parkes et al 2015;McKinney and Page 2009). Furthermore, there is ongoing debate about the most effective balance of online to face-to-face activities and, indeed, whether increased student satisfaction is sufficient for new methods to be regarded as intrinsically worthwhile (Merhi 2015;Vogt et al 2010). …”

Section: Introductionmentioning

confidence: 99%

Can podcasts for assessment guidance and feedback promote self-efficacy among undergraduate nursing students? A qualitative study

McSwiggan

Campbell

2017

Nurse Education Today

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The impact of podcasting on the learning and satisfaction of undergraduate nursing students

Cited by 83 publications

References 10 publications

Education Research: Evaluating the use of podcasting for residents during EEG instruction

Education Research: Evaluating the use of podcasting for residents during EEG instruction

Blurring time and place in higher education with bring your own device applications: a literature review

Can podcasts for assessment guidance and feedback promote self-efficacy among undergraduate nursing students? A qualitative study

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