Medical College of Wisconsin, Milwaukee, WI.
Fam Med. 2023 Jan;55(1):34-37. doi: 10.22454/FamMed.55.183124.
Emerging technologies, trainees' proficiency with digital resources, and the COVID-19 pandemic have increased the role of mobile and asynchronous learning methods in medical education. Educational podcasts have gained popularity in both formal curricula and independent learning, but their impact on educational outcomes has not been well studied.
We conducted a prospective cohort study of third-year medical students during pediatrics clerkship. An educational podcast series titled "Peds Soup" was introduced to students as a voluntary study resource. We surveyed students at the end of the rotation to assess study habits and perceptions of the podcast. We compared survey responses from podcast users and nonusers, and used standardized pediatrics subject examination scores to measure knowledge differences between groups.
Eighty-three students participated in the study. Peds Soup listeners (n=43) reported spending significantly more time studying during clerkship (M=16.5, SD=9.0 vs M=12.4, SD=9.2 hours/week, P=.009) than nonlisteners. Users expressed positive views toward the podcast's impact on introducing, reinforcing, and helping apply knowledge, and endorsed that Peds Soup made it easier to find time to study. Examination scores did not differ between the two groups.
The podcast demonstrated a reaction-level impact, with users reporting positive attitudes toward the podcast's impact and spending more time studying during pediatrics clerkship. Podcasts have strong potential as a supplement to existing curricula, where they can fill a need for interested learners. Future research should focus on the relationship between time spent and knowledge gain or utilize alternative measures of knowledge.
新兴技术、学员对数字资源的熟练程度以及 COVID-19 大流行增加了移动和异步学习方法在医学教育中的作用。教育播客在正式课程和自主学习中都很受欢迎，但它们对教育成果的影响尚未得到很好的研究。
我们对儿科学实习期间的三年级医学生进行了前瞻性队列研究。向学生介绍了一个名为“儿科汤”的教育播客系列，作为自愿学习资源。在轮班结束时，我们对学生进行了调查，以评估他们的学习习惯和对播客的看法。我们比较了播客使用者和非使用者的调查反应，并使用标准化的儿科学科考试成绩来衡量组间的知识差异。
83 名学生参加了这项研究。儿科汤听众（n=43）报告说，在实习期间学习时间明显更长（M=16.5，SD=9.0 与 M=12.4，SD=9.2 小时/周，P=.009）比非听众。用户对播客在介绍、强化和帮助应用知识方面的影响表示积极看法，并表示儿科汤更容易找到学习时间。两组的考试成绩没有差异。
该播客表现出反应水平的影响，用户报告对播客的影响持积极态度，并在儿科学实习期间花更多时间学习。播客作为现有课程的补充具有很大的潜力，因为它们可以满足有兴趣的学习者的需求。未来的研究应关注花费时间与知识获取之间的关系，或利用替代知识衡量标准。
