Jeffrey C Riddell1, Lynne Robins2, Jonathan Sherbino3, Alisha Brown4, Jonathan Ilgen5. 1. Keck School of Medicine, University of Southern California, Department of Emergency Medicine, Los Angeles, California. 2. University of Washington, Department of Biomedical Informatics and Medical Education, Seattle, Washington. 3. McMaster University, Department of Medicine, Hamilton, Ontario. 4. Virginia Mason Hospital and Medical Center, Department of Emergency Medicine, Seattle, Washington. 5. University of Washington, Department of Emergency Medicine, Seattle, Washington.
Abstract
INTRODUCTION: Educational podcasts are used by emergency medicine (EM) trainees to supplement clinical learning and to foster a sense of connection to broader physician communities. Yet residents report difficulties remembering what they learned from listening, and the features of podcasts that residents find most effective for learning remain poorly understood. Therefore, we sought to explore residents' perceptions of the design features of educational podcasts that they felt most effectively promoted learning. METHODS: We used a qualitative approach to explore EM trainees' experiences with educational podcasts, focusing on design features that they found beneficial to their learning. We conducted 16 semi-structured interviews with residents from three institutions from March 2016-August 2017. Interview transcripts were analyzed line-by-line using constant comparison and organized into focused codes, conceptual categories, and then key themes. RESULTS: The five canons of classical rhetoric provided a framework for thematically grouping the disparate features of podcasts that residents reported enhanced their learning. Specifically, they reported valuing the following: 1) Invention: clinically relevant material presented from multiple perspectives with explicit learning points; 2) Arrangement: efficient communication; 3) Style: narrative incorporating humor and storytelling; 4) Memory: repetition of key content; and 5) Delivery: short episodes with good production quality. CONCLUSION: This exploratory study describes features that residents perceived as effective for learning from educational podcasts and provides foundational guidance for ongoing research into the most effective ways to structure medical education podcasts.
INTRODUCTION: Educational podcasts are used by emergency medicine (EM) trainees to supplement clinical learning and to foster a sense of connection to broader physician communities. Yet residents report difficulties remembering what they learned from listening, and the features of podcasts that residents find most effective for learning remain poorly understood. Therefore, we sought to explore residents' perceptions of the design features of educational podcasts that they felt most effectively promoted learning. METHODS: We used a qualitative approach to explore EM trainees' experiences with educational podcasts, focusing on design features that they found beneficial to their learning. We conducted 16 semi-structured interviews with residents from three institutions from March 2016-August 2017. Interview transcripts were analyzed line-by-line using constant comparison and organized into focused codes, conceptual categories, and then key themes. RESULTS: The five canons of classical rhetoric provided a framework for thematically grouping the disparate features of podcasts that residents reported enhanced their learning. Specifically, they reported valuing the following: 1) Invention: clinically relevant material presented from multiple perspectives with explicit learning points; 2) Arrangement: efficient communication; 3) Style: narrative incorporating humor and storytelling; 4) Memory: repetition of key content; and 5) Delivery: short episodes with good production quality. CONCLUSION: This exploratory study describes features that residents perceived as effective for learning from educational podcasts and provides foundational guidance for ongoing research into the most effective ways to structure medical education podcasts.
Authors: Kevin W Eva; John P W Cunnington; Harold I Reiter; David R Keane; Geoffrey R Norman Journal: Adv Health Sci Educ Theory Pract Date: 2004 Impact factor: 3.853
Authors: Stephanie M Davidson; Zachary Grunau; David Marcovitz; Oscar A Gerdner; Joseph Stoklosa; Heather S Vestal Journal: Acad Psychiatry Date: 2019-04-18