Dr. Kelly: Pediatric Emergency Medicine Fellow, Division of Emergency Medicine, Children's Hospital of Philadelphia, Philadelphia, PA. Dr. Perseghin: Former Director of Continuing Education, VCU Health, Richmond, VA. Dr. Dow: Assistant Vice President of Health Sciences for Interprofessional Education and Collaborative Care, Department of Medicine, Virginia Commonwealth University School of Medicine, Richmond, VA. Dr. Chiu: Assistant Professor of Clinical Medicine, Division of General Internal Medicine, The Ohio State University Wexner Medical Center, Columbus, OH. Pereira: Former Project Coordinator, Department of Pediatric Research, Rhode Island Hospital, Providence, RI. Dr. Posner Professor of Clinical Pediatrics, Perelman School of Medicine, University of Pennsylvania, and the Faculty Director of Continuing Medical Education, Children's Hospital of Philadelphia, Philadelphia, PA. Dr. Berk: Assistant Professor, Department of Medicine, Warren Alpert School of Medicine, Providence, RI.
J Contin Educ Health Prof. 2023 Oct 1;43(4):283-286. doi: 10.1097/CEH.0000000000000501. Epub 2023 Apr 14.
This study aimed to characterize practitioners who use podcasts as a form of continuing education (CE), evaluate attitudes regarding podcasting as a medium for CE, and assess intended practice change after listening to podcasts for CE.
We examined CE data from a mandatory postpodcast evaluation collected between February 2021 and August 2021 for two free podcasts. We analyzed linked episode data containing podcast downloads.
Listeners downloaded 972,691 episodes and claimed 8182 CE credits (less than 1% of total downloads) over 7 months. CE credit was claimed by physicians, physician assistants, nurses, and pharmacists. Most listeners claiming CE credit were not affiliated with an academic institution. Motivation for listening to episodes included a topic of interest, relevance to a patient, and a topic of less comfort. Of individuals obtaining CE, 98% intended to implement change after listening.
Although only a small number of podcast listeners claim CE credit, those who claim credit represent a diverse and interprofessional audience. Listeners select podcasts to fill self-identified learning needs. Overwhelmingly, listeners report podcast CE changes intended practice. Podcasts may be an effective modality for CE and practice change; further research should focus on facilitators and barriers to CE uptake and on patient health outcomes.
本研究旨在描述将播客用作继续教育（CE）形式的从业者，评估他们对播客作为 CE 媒介的态度，并评估在收听播客进行 CE 后实践发生变化的意向。
我们检查了 2021 年 2 月至 2021 年 8 月期间为两个免费播客收集的强制性播客后评估中的 CE 数据。我们分析了包含播客下载的链接剧集数据。
在 7 个月内，听众下载了 972691 集，并声称获得了 8182 个 CE 学分（不到总下载量的 1%）。CE 学分获得者包括医生、医师助理、护士和药剂师。大多数声称获得 CE 学分的听众与学术机构无关。收听剧集的动机包括感兴趣的主题、与患者相关的主题以及不太熟悉的主题。在获得 CE 的人群中，98%的人表示在收听后打算实施变革。
尽管只有少数播客听众声称获得 CE 学分，但那些声称获得学分的人代表了一个多样化和跨专业的受众。听众选择播客来满足自我确定的学习需求。绝大多数听众报告说播客 CE 改变了他们的实践意图。播客可能是 CE 和实践变革的有效模式；进一步的研究应侧重于 CE 接受的促进因素和障碍，以及患者的健康结果。
