Miesner Andrew R, Lyons Wesley, McLoughlin Andrea
Drake University College of Pharmacy & Health Sciences, 2507 University Avenue, Des Moines, IA 50311, United States.
The George Washington University, Milken Institute School of Public Health, 950 New Hampshire Ave, NW, Washington, DC 20052, United States.
Curr Pharm Teach Learn. 2017 Jul;9(4):683-688. doi: 10.1016/j.cptl.2017.03.003. Epub 2017 May 31.
Podcasts are increasingly popular in education due to their accessibility, portability, and scheduling flexibility. Pharmacy students often interact with resident physicians during advanced pharmacy practice experiences, but few studies have evaluated their ability to teach medical residents about pharmacotherapy concepts or how these interactions might impact their own development. We sought to evaluate the efficacy of pharmacy student-created podcasts in two areas: the ability to increase medical resident understanding of selected medical topics and the effect on the pharmacy student's confidence in teaching.
Eight fourth-year pharmacy students created enhanced podcasts and assessment questions on a medical topic. The assessment questions were split randomly into pre- and post-podcast assessments to be given to residents. The assessment quizzes and podcast comprised content modules that were delivered to consenting medical residents at two week intervals. Pharmacy student confidence was evaluated with pre- and post-experience surveys, which were administered before they created the podcast and after they viewed the aggregate results of resident assessments of their podcast.
Overall, 79.3% (23/29) of residents participated with an average of 44% participation on each module. Resident knowledge increased as evidenced by the overall aggregate score, significantly improving from 36% prior to podcasts to 76% following podcasts (p=0.001). When rated on a 1-10 scale, average pharmacy student confidence in teaching their topic also significantly increased from 5.63 to 8.00 (p=0.041).
Podcasts are an effective method for medical residents to learn from pharmacy students and may also improve pharmacy students' confidence in their abilities.
播客因其可获取性、便携性和时间安排灵活性，在教育领域越来越受欢迎。药学专业学生在高级药学实践经历中经常与住院医师互动，但很少有研究评估他们向住院医师传授药物治疗概念的能力，或这些互动如何影响他们自身的发展。我们试图评估药学专业学生制作的播客在两个方面的效果：提高住院医师对选定医学主题的理解能力，以及对药学专业学生教学信心的影响。
八名四年级药学专业学生就一个医学主题制作了增强型播客和评估问题。评估问题被随机分为播客前和播客后评估，提供给住院医师。评估测验和播客包含内容模块，每隔两周分发给同意参与的住院医师。通过经验前和经验后调查评估药学专业学生的信心，调查在他们制作播客之前以及在他们查看住院医师对其播客评估的汇总结果之后进行。
总体而言，79.3%（23/29）的住院医师参与其中，每个模块的平均参与率为44%。从总体汇总分数可以看出住院医师的知识有所增加，从播客前的36%显著提高到播客后的76%（p=0.001）。当以1-10分制评分时，药学专业学生教授其主题的平均信心也从5.63显著提高到8.00（p=0.041）。
播客是住院医师向药学专业学生学习的有效方法，也可能提高药学专业学生对自身能力的信心。
