Laupichler Matthias Carl, Aster Alexandra, Soyubey Lara, Masala Gilda, Winkelhorst Greta, Remmert Rike, Raupach Tobias, Peters Anthea
Institute of Medical Education, University Hospital Bonn, Bonn, Germany.
Department of Pediatric Cardiology, University Hospital Bonn, Bonn, Germany.
Clin Teach. 2025 Feb;22(1):e70029. doi: 10.1111/tct.70029.
In recent years, podcasts have been increasingly deployed in medical education. However, studies often fail to evaluate the learning outcomes from these podcasts effectively. The aim of this study was to determine whether the active production of podcasts enhances students' knowledge compared to the passive consumption of student-produced podcasts, as it increases the engagement with the learning content through active learning.
The study was conducted at a German medical school during the fifth-year paediatrics block internship. The final sample consisted of 86 students who were divided into small groups that produced podcasts on one paediatric topic on the first day and listened to a podcast on another topic on the second day.
The first group, which produced a podcast on topic A and only listened to a podcast on topic B, performed significantly better on questions on topic A than on questions on topic B, (p < 0.01, d = 0.63). This effect was not observed in the second group, which produced a podcast on topic B and listened to a podcast on topic A (p = 0.81, d = 0.04). Additionally, it was found that a longer time interval between podcast production and the knowledge test led to poorer memory performance (β = 1.10, p = 0.04).
While the differing results between the two groups may be due to a lack of power to detect meaningful differences, this study nonetheless provides initial evidence that the active production of podcasts may enhance the learning outcomes of medical students.
Not applicable.
近年来，播客已越来越多地应用于医学教育。然而，研究往往未能有效评估这些播客的学习成果。本研究的目的是确定与被动收听学生制作的播客相比，主动制作播客是否能提高学生的知识水平，因为通过主动学习可以增加对学习内容的参与度。
该研究在德国一所医学院的五年级儿科实习阶段进行。最终样本包括86名学生，他们被分成小组，第一天就一个儿科主题制作播客，第二天收听关于另一个主题的播客。
第一组制作了关于主题A的播客，只收听了关于主题B的播客，在主题A的问题上表现明显优于主题B的问题（p < 0.01，d = 0.63）。在制作关于主题B的播客并收听关于主题A的播客的第二组中未观察到这种效果（p = 0.81，d = 0.04）。此外，还发现播客制作与知识测试之间的时间间隔越长，记忆表现越差（β = 1.10，p = 0.04）。
虽然两组之间不同的结果可能是由于检测有意义差异的能力不足，但本研究仍然提供了初步证据，表明主动制作播客可能会提高医学生的学习成果。
不适用。
