Brent Thoma1, Scott Goerzen2, Timothy Horeczko3,4, Damian Roland5,6, Andrew Tagg7,8, Teresa M Chan9,10, Stevan Bruijns11, Jeff Riddell12. 1. Department of Emergency Medicine at the University of Saskatchewan, Saskatoon, SK, Canada. 2. College of Medicine at the University of Saskatchewan, Saskatoon, SK, Canada. 3. Los Angeles County Harbor-University of California, Los Angeles Medical Center, Los Angeles, California. 4. David Geffen School of Medicine at the University of California, Los Angeles, Los Angeles, California. 5. SAAPHIRE Group, University of Leicester, Leicester, England. 6. Paediatric Emergency Medicine, Leicester Royal Infirmary, Leicester, England. 7. Emergency Medicine, Footscray Hospital, Melbourne, Australia. 8. University of Melbourne. 9. Division of Emergency Medicine, Department of Medicine at McMaster University, Hamilton, Ontario, Canada. 10. McMaster Program for Education Research, Innovation, and Theory (MERIT), Hamilton, Ontario. 11. Division of Emergency Medicine, University of Cape Town, Cape Town, South Africa. 12. Clinical Emergency Medicine, Keck School of Medicine at the University of Southern California, Los Angeles, California.
Abstract
OBJECTIVES: Podcasts are increasingly being used for medical education. A deeper understanding of usage patterns would inform both producers and researchers of medical podcasts. We aimed to determine how and why podcasts are used by emergency medicine and critical care clinicians. METHODS: An international interprofessional sample (medical students, residents, physicians, nurses, physician assistants, and paramedics) was recruited through direct contact and a multimodal social media (Twitter and Facebook) campaign. Each participant completed a survey outlining how and why they utilize medical podcasts. Recruitment materials included an infographic and study website. RESULTS: 390 participants from 33 countries and 4 professions (medicine, nursing, paramedicine, physician assistant) completed the survey. Participants most frequently listened to medical podcasts to review new literature (75.8%), learn core material (75.1%), and refresh memory (71.8%). The majority (62.6%) were aware of the ability to listen at increased speeds, but most (76.9%) listened at 1.0 x (normal) speed. All but 25 (6.4%) participants concurrently performed other tasks while listening. Driving (72.3%), exercising (39.7%), and completing chores (39.2%) were the most common. A minority of participants used active learning techniques such as pausing, rewinding, and replaying segments of the podcast. Very few listened to podcasts multiple times. CONCLUSIONS: An international cohort of emergency clinicians use medical podcasts predominantly for learning. Their listening habits (rarely employing active learning strategies and frequently performing concurrent tasks) may not support this goal. Further exploration of the impact of these activities on learning from podcasts is warranted.
OBJECTIVES: Podcasts are increasingly being used for medical education. A deeper understanding of usage patterns would inform both producers and researchers of medical podcasts. We aimed to determine how and why podcasts are used by emergency medicine and critical care clinicians. METHODS: An international interprofessional sample (medical students, residents, physicians, nurses, physician assistants, and paramedics) was recruited through direct contact and a multimodal social media (Twitter and Facebook) campaign. Each participant completed a survey outlining how and why they utilize medical podcasts. Recruitment materials included an infographic and study website. RESULTS: 390 participants from 33 countries and 4 professions (medicine, nursing, paramedicine, physician assistant) completed the survey. Participants most frequently listened to medical podcasts to review new literature (75.8%), learn core material (75.1%), and refresh memory (71.8%). The majority (62.6%) were aware of the ability to listen at increased speeds, but most (76.9%) listened at 1.0 x (normal) speed. All but 25 (6.4%) participants concurrently performed other tasks while listening. Driving (72.3%), exercising (39.7%), and completing chores (39.2%) were the most common. A minority of participants used active learning techniques such as pausing, rewinding, and replaying segments of the podcast. Very few listened to podcasts multiple times. CONCLUSIONS: An international cohort of emergency clinicians use medical podcasts predominantly for learning. Their listening habits (rarely employing active learning strategies and frequently performing concurrent tasks) may not support this goal. Further exploration of the impact of these activities on learning from podcasts is warranted.
Authors: Patrick E Boreskie; Teresa M Chan; Chris Novak; Adam Johnson; Jed Wolpaw; Andrew Ong; Katherine Priddis; Pranai Buddhdev; Jessica Adkins; Jason A Silverman; Tessa Davis; James E Siegler Journal: Cureus Date: 2022-03-21
Authors: James E Siegler; Patrick E Boreskie; Roy Strowd; Robert Rook; Adeline Goss; Fawaz Al-Mufti; Bonnie Rossow; Alexandra Miller; Amanda Chamberlain; Zachary London; Jennifer Hurley; Romergryko Geocadin; Megan Richie; Richard Isaacson; Igor Rybinnik; Teresa M Chan Journal: Neurol Sci Date: 2021-08-12 Impact factor: 3.307