Literature
With a growing list some reference thas I feel are mort important are now highlighted in bold.
How common is podcast use:
general population 2000 people over 12 years of age surveyed annually. As of 2017 24% are monthly podcast listeners. 69% listen on mobile phone. 73% of podcast listeners are on facebook.
http://www.edisonresearch.com/wp-content/uploads/2017/04/Podcast-Consumer-2017.pdf
Internal medicine: ~60% of residents use podcasts for MedEd. Bernstein E, Bhardwaj N, Pfoh ER, Yudelevich E. A Nationwide Survey of Educational Resource Utilization and Perception Among Internal Medicine Residents [published online ahead of print, 2021 Jan 27]. J Gen Intern Med. 2021;1-7. doi:10.1007/s11606-020-06441-6
Only 34% of respondents of IM residents in this small study of https://onlinelibrary.wiley.com/doi/10.1111/medu.14893 "Twenty-two of the 65 respondents reported regular use of podcasts to supplement their medical education ", much higher at Vanderbilt DOI: 10.1007/s11606-020-05939-3 where they found 78% listened to at least one episode and 55% of those felt it changed their practice
Emergency Medicine: 88% of emergency medicine residents responding to survey use MedEd podcast at least monthly in - Riddell J, Swaminathan A, Lee M, Mohamed A, Rogers R, Rezaie SR. A Survey of Emergency Medicine Residents’ Use of Educational Podcasts. Western Journal of Emergency Medicine. 2017;18(2):229-234. Open Access,
Podcasting is a desired medium for ongoing meded in about 1/2 of practicing in EM. Kalnow A, Beck-Esmay J, Riddell J, Casey J, Carlson JN, Rezaie SR, Little A. Continuing Medical Education Delivery Preferences Among Physicians and Advanced Practice Providers in Emergency Medicine. Cureus. 2021 Dec 14;13(12):e20406. doi: 10.7759/cureus.20406. PMID: 35047249; PMCID: PMC8756552.
Interestingly after large rise in podcasts for critical care and emergency medicine into 2013 a decline was see from 2013 to 2022: Lin M, Phipps M, Yilmaz Y, Nash CJ, Gisondi MA, Chan TM. A Fork in the Road for Emergency Medicine and Critical Care Blogs and Podcasts: Cross-sectional Study. JMIR Med Educ. 2022 Oct 28;8(4):e39946. doi: 10.2196/39946. PMID: 36306167; PMCID: PMC9652734.
Pediatrics
Utilization metrics of pediatric podcasts ranging from 2722 - 14975 monthly downloads. how many downloads do educational podcasts get
Survey in CHOP waiting room with 81% or responding health care professionals listening (101/125,) most of these were pediatricians. https://pediatrics.jmir.org/2022/1/e29857
In COVID?: did not see an increase here https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9020462/#__ffn_sectitle
Why do learners listen?
Riddell J, Robins L, Brown A, Sherbino J, Lin M, Ilgen JS. Independent and Interwoven: A Qualitative Exploration of Residents' Experiences with Educational Podcasts. Acad Med. 2019 Sep 10. PMID 31517682
Semistructured interviews of EM residents highlight a sense of community (both locally and a larger professional community) created by widely listened to podcasts, They highlight ease of use and engagement but express concerns about maintaining attention and the passive nature of the medium. Some target podcast listening to specific perceived academic needs or based on recent clinical experience.
Tarchichi TR, Szymusiak J. Attending Physician's Attitudes Toward Podcasting as a Source of Medical Education: An Exploratory Study. J Contin Educ Health Prof. 2020 Spring;40(2):141-144. doi: 10.1097/CEH.0000000000000291. PMID: 32404777
Questionnaire sent out to listeners of a PHM podcast. Community based hospitalists feel connected to larger community fits well with independent and interwoven. Interestingly only 20% said one hour format was too long.
Malecki SL, Quinn KL, Zilbert N, Razak F, Ginsburg S, Verma AA, Melvin L. Understanding the Use and Perceived Impact of a Medical Podcast: Qualitative Study. JMIR Med Educ. 2019 Sep 19;5(2):e12901. Open Access
Similar themes in another study using semistructured interviews. Highlights use of a specific podcast to keep up to date, the efficiency of the medium. They also got comments regarding targeting length of podcast to the activity it is paired with (e.g. commute length).
What practices can make a podcast more effective?
Weinstock M, Pallaci M, Aluisio AR, Cooper B, Gottlieb D, Grock A, Frye A, Love JN, Orman R, Riddell J. Effect of Interpolated Questions on Podcast Knowledge Acquisition and Retention: A Double-Blind, Multicenter, Randomized Controlled Trial. Ann Emerg Med. 2020 Sep;76(3):353-361. PMID: 32317122.
Breaking in with questions for the listener may improve retention. In this case no difference in immediate but improvement on delayed post test with podcast with built in interpolation compared to control podcast of same content.
"So let us stop and test your memory a bit here…. The first randomized controlled trial in the history of medicine studied the effectiveness of…? "
Riddell JC, Robins L, Sherbino J, Brown A, Ilgen J. Residents' Perceptions of Effective Features of Educational Podcasts. West J Emerg Med. 2020 Dec 10;22(1):26-32. doi: 10.5811/westjem.2020.10.49135. PMID: 33439799
Secondary analysis of interviews from "Independent and Interwoven" Residents who listen report that they find the following techniques effective: clinical relevant content, emphasis on key points, multiple voices, efficiency, conversational or storytelling, repetition of key points, entertaining(jokes, music), decent audio quality and shorter segments.
Music and humor (coherence) is actually in contrast to multimedia learning evidence that this may not help, while other aspects like shorter segments (segmenting), emphasis on key points (signaling), dialog (voice) somewhat map to principles of effective multimedia educational technique.
Zhang E, Trad N, Corty R, Zohrob D, Trivedi S, Rodman A. How podcasts teach: A comprehensive analysis of the didactic methods of the top hundred medical podcasts. Med Teach. 2022 Oct;44(10):1146-1150. doi: 10.1080/0142159X.2022.2071691. Epub 2022 May 8. PMID: 35531609.
Looks at blooms taxonomy and podcasts for education vs other medial podcasts.... author describes findings here
Does 1.5 or 2x impact learning? Some video studies : https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04491-y, https://www.tandfonline.com/doi/full/10.1080/0142159X.2023.2189537, https://pubmed.ncbi.nlm.nih.gov/29383063/
Lots of multimedia literature nicely presented in: Richard E. Mayer, Multimedia Learning. Cambridge University Press, 2020
How do people listen?
Roland D, Thoma B, Tagg A, Woods J, Chan TM, Riddell J. What Are the Real-World Podcast-Listening Habits of Medical Professionals?. Cureus. 2021;13(7):e16240. Published 2021 Jul 7. doi:10.7759/cureus.16240
Prospective study of a group of podcast listeners recruited on social media about listening habits. Participants listened to specific podcast segments and completed questionnaire. Most listen while doing other activities (driving, chores, exercise) and about 20-25% listen at faster than 1x speed. Note taking was very rare.
Gottlieb M, Riddell J, Cooney R, King A, Fung CC, Sherbino J. Maximizing the Morning Commute: A Randomized Trial Assessing the Effect of Driving on Podcast Knowledge Acquisition and Retention. Ann Emerg Med. 2021 Apr 27:S0196-0644(21)00162-1.
RCT of listening while driving vs seated shows no difference in delayed nor immediate recall. A similar abstract about exercise by same group is here: https://www.annemergmed.com/article/S0196-0644(23)01022-3/fulltext
How long should a podcast be?
Matava CT, Rosen D, Siu E, et al. eLearning among Canadian anesthesia residents: a survey of podcast use and content needs. BMC Med Educ. 2013;13(1):59. Open Access
Canadian anesthesiology residents surveyed prefer a 5- to 15-minute or a 15- to 30-minute format for educational podcasts.
When learners are asked almost always someone is requesting 20 min or less for format.
Cosimini MJ, Cho D, Liley F, Espinoza J (2017) Podcasting in Medical Education: How Long Should an Educational Podcast Be?. Journal of Graduate Medical Education: June 2017, Vol. 9, No. 3, pp. 388-389. Open Access
22% of surveyed pediatric residents report 20 min format is too long. A small drop in listeners is seen at 10 minute mark.
Chin A, Helman A, Chan TM. Podcast Use in Undergraduate Medical Education. Cureus. 2017 Dec 9;9(12):e1930. Open Access
Undergrad podcast 37-58 min long shows improved learning outcome in pre/post test without control. Users report preference for length less than 30 minutes and cite the 37-58 minute length as a barrier to use.
Burks AR, Nicklas D, Owens J, Lockspeiser TM, Soranno D. Urinary tract infections: pediatric primary care curriculum podcast. MedEdPORTAL. 2016;12:10434. Open Access
A 30 minute podcast produced and distributed on topic of UTI in pediatrics. Listeners request a shorter format 15 to 20 min.
Riddell J, Swaminathan A, Lee M, Mohamed A, Rogers R, Rezaie SR. A Survey of Emergency Medicine Residents’ Use of Educational Podcasts. Western Journal of Emergency Medicine. 2017;18(2):229-234. Open Access
Survey of emergency residents most favor a 11-20 and 21-30 length. High percentage of residents who responded to the survey report listening to podcasts for education 89% in last month.
How to podcast (medical education specific)
Ahn J, Inboriboon PC, Bond MC. Podcasts: Accessing, Choosing, Creating, and Disseminating Content. J Grad Med Educ. 2016 Jul;8(3):435-6. Open Access
Sandars J. Twelve tips for using podcasts in medical education. Med Teach. 2009 May;31(5):387-9.
Two articles describing how to make and distributed podcasts published in MedEd journals
More general recommendations about developing open educational resources.
Khalid F, Wu M, Ting DK, Thoma B, Haas MRC, Brenner MJ, Yilmaz Y, Kim Y-M, Chan TM. Guidelines: The Do’s, Don’ts and Don’t Knows of Creating Open Educational Resources. Perspectives on Medical Education. 2023; 12(1): 25–40. DOI: https://doi. org/10.5334/pme.817
Podcasting for academic promotion?
Cabrera D, Vartabedian BS, Spinner RJ, Jordan BL, Aase LA, Timimi FK. More Than Likes and Tweets: Creating Social Media Portfolios for Academic Promotion and Tenure. J Grad Med Educ. 2017 Aug;9(4):421-425. Open Access
General guidance for how to use social media for promotion and how institutions show review work in this domain including podcasting. The author of this piece maintains a larger list of relevant citations to this topic: Daniel Cabrera's list of resources for social media and academic promotion
Husain A, Repanshek Z, Singh M, et al. Consensus Guidelines for Digital Scholarship in Academic Promotion. West J Emerg Med. 2020;21(4):883-891. Published 2020 Jul 8. doi:10.5811/westjem.2020.4.46441
How to highlight your digital scholarship in terms to address quality, impact, breadth, and relevance.
Also check out Dr. Stukus who has used social media (Twitter) for promotion. More about this in his article on KevinMD. and in: Chan TM, Stukus D, Leppink J, Duque L, Bigham BL, Mehta N, Thoma B. Social Media and the 21st-Century Scholar: How You Can Harness Social Media to Amplify Your Career. J Am Coll Radiol. 2018 Jan;15(1 Pt B):142-148 Open Access, Sadly explicit reference to digital media or social media in P&T guidelines remains rare: Johng SY, Mishori R, Korostyshevskiy VR. Social Media, Digital Scholarship, and Academic Promotion in US Medical Schools. Fam Med. 2021;53(3):215-219. https://doi.org/10.22454/FamMed.2021.146684.
Avital O'Glasser has some tips for social media on your CV , and there is a pub about a checklist from faculty at Pitt here and tool is here
Literature review
Cho D, Cosimini M, Espinoza J. Podcasting in medical education: a review of the literature. Korean J Med Educ. 2017 Dec;29(4):229-239. Open Access
Review of podcasting in medical education. Mostly utilization and reaction data are reported with some limited data on pre/post leaning outcomes either uncontrolled or comparing to lectures.
Kelly JM, Perseghin A, Dow A, Trivedi SP, Rodman A, Berk J. Learning Through Listening: A Scoping Review of Podcast Use in Medical Education. Acad Med. 2021 Dec 21. PMID: 34935729.
podcasts not inferior to other modalities?
Publications of interesting podcasts for pediatricians or medical educators.
Childers RE, Dattalo M, Christmas C. Podcast pearls in residency training. Ann Intern Med 2014; 160(1):70. Open Access
Internal Medicine chief residents make a short podcast summarizing highlights of morning report for local distribution.
Gill P, Kitney L, Kozan D, Lewis M. Online learning in paediatrics: a student-led web-based learning modality. Clin Teach. 2010 Mar;7(1):53-7.
Medical student generated podcasts in for student education in pediatrics.
Patrick MD, Stukus DR, Nuss KE. Using podcasts to deliver pediatric educational content: Development and reach of PediaCast CME. Digit Health. 2019 Feb 26;5:2055207619834842. Open access
Tarchichi TR, Szymusiak J. Continuing Medical Education in an On-Demand World: Is Podcasting the Netflix of Medical Education? Hosp Pediatr. 2019 Oct;9(10):818-819.
Pedsoup for medical students on peds rotation. DOI: 10.22454/FamMed.55.183124
Quality measures
Lin M, Thoma B, Trueger NS, Ankel F, Sherbino J, Chan T. Quality indicators for blogs and podcasts used in medical education: modified Delphi consensus recommendations by an international cohort of health professions educators. Postgrad Med J 2015; 91(1080):546-550.
Chan TM, Grock A, Paddock M, Kulasegaram K, Yarris LM, Lin M. Examining reliability and validity of an online score (ALiEM AIR) for rating free open access medical education resources. Ann Emerg Med 2016; 68(6):729-735.
Chan TM, Thoma B, Krishnan K, et al. Derivation of two critical appraisal scores for trainees to evaluate online educational resources: a METRIQ Study. West J Emerg Med 2016; 17(5):574-584. Open Access
Colmers-Gray IN, Krishnan K, Chan TM, et al. The Revised METRIQ Score: A Quality Evaluation Tool for Online Educational Resources. AEM Educ Train. 2019;3(4):387-392. Published 2019 Jul 30. doi:10.1002/aet2.10376 open access
A few articles by the same group describing methods to assess the quality of online resources these address: accessibility, clarity, provision of and consistency with the references, clear disclosures, and the use of a defined editorial process. The table in the revised METRIQ group is a good one to look at as you plan a podcast.
Lin M, Joshi N, Grock A, Swaminathan A, Morley EJ, Branzetti J, Taira T, Ankel F, Yarris LM. Approved Instructional Resources Series: A National Initiative to Identify Quality Emergency Medicine Blog and Podcast Content for Resident Education. J Grad Med Educ. 2016 May;8(2):219-25. Open Access
Describing a system of peer review and distribution of online resources and podcasts used in EM residencies. Includes scoring matrix.
Edwards S, Roland D. Learning from mistakes on social media. Emerg Med J. 2019;36(8):453-455. doi:10.1136/emermed-2019-208501
Description of episode with inaccurate info on infographic and how it was spread.
Dialog, banter and narrative.
Kaplan H, Verma D, Sargsyan Z. What Traditional Lectures Can Learn From Podcasts. J Grad Med Educ. 2020;12(3):250-253. doi:10.4300/JGME-D-19-00619.1
Discussion of dialog, banter and narative.
"Trainees have cited this characteristic when describing the engaging nature of podcasts and their ability to engender a sense of connectedness with other members of the profession. This is understandable when viewed through the lens of sociocultural learning theory, whereby social roles and norms are important modulators of learning"
Wilson P, Petticrew M, Booth A. After the gold rush? A systematic and critical review of general medical podcasts. J R Soc Med. 2009 Feb;102(2):69-74. Open access
A review of existing podcasts the author states preference for use of dialog format.
Studying Podcasting?
Sherbino J, Arora VM, Van Melle E, Rogers R, Frank JR, Holmboe ES. Criteria for social media-based scholarship in health professions education. Postgrad Med J. 2015 Oct;91(1080):551-5. Open Access
Criteria for social media scholarship: (1) Original; (2) advance the field of health professions education by building on theory, research or best practice; (3) be archived and disseminated (4) provide the health professions education community with the ability to comment on and provide feedback in a transparent fashion that informs wider discussion.