Department of Biochemistry, Christian Medical College, Vellore, Tamil Nadu, 632002, India.
BMC Med Educ. 2017 Sep 18;17(1):167. doi: 10.1186/s12909-017-1001-5.
Use 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.
First-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.
Feedback 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.
Overall, short-duration podcasts were perceived by students as useful supplementary learning tools that aided them for revision and in preparation for assessments.
在医学教育中，使用播客有几个优点。播客可以根据其长度分为不同类型：短（1-5 分钟）、中（6-15 分钟）和长（>15 分钟）。短时间的播客很独特，因为它们可以在短时间内提供高信息量。医学生对短时间播客的看法尚不清楚，本研究旨在对此进行分析。还对学生在总结性评估中的播客使用情况和表现进行了探索性分析。
94 名一年级医学生参加了这项研究。为生物化学的两个主题制作了 8 个时长不超过 3 分钟的视听播客（3 分钟微课；3MTLs）。在主题的讲座之后，为学生提供了这些播客。学生使用自我报告问卷对 3MTLs 的看法进行了反馈。根据他们对 3MTLs 的使用情况比较了学生在总结性评估中的分数。
反馈显示，3MTLs 作为一种有用且方便的补充工具，深受学生欢迎。学生使用 3MTLs 进行主题复习、获取概述，以及快速复习，他们认为 3MTLs 有助于提高对主题的理解、澄清概念、关注重点，从而为评估做准备。相当一部分（49%）人认为 3 分钟的时长是最佳的，而同样比例的人建议将时长增加到 5 分钟，并提供更多信息。基于 3MTLs 使用情况，评估的总平均分在学生之间没有差异。成对比较显示，在使用 3MTLs 进行两个主题的学生中，分数更高。
总的来说，短时间播客被学生视为有用的补充学习工具，帮助他们复习和为评估做准备。
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