Access to medical education occurs through a wide range of internet-based media in the form of educational websites, medical blogs, online video, social media and podcasts. Podcasting involves the uploading of recorded media to the web where it can be accessed anytime by any number of people. Recently, my personal use of podcasts has grown at a seemingly exponential rate. Some of these podcasts are themed in critical care medicine and education. But what is the utility of these podcasts as learning tools? (When the term ‘podcast’ is used in the following discussion, it specifically refers to podcasts designed for health professionals).
Podcasts are available in a range of formats. They may be
- complete recordings of lectures,
- readings of pre-written text,
- recorded discussions, or
- a combination of these in the same podcast
The podcast may occur as a component of an established instructional design or it may be a freelance podcast unencumbered by curricular imperatives or learning objectives (and, in essence, an audio blog). Many podcasts are free in the spirit of the Free Open Access Medical education (FOAM) concept (“FOAM,” 2012) elucidated by Cadogan at a recent international medical conference. (“Mike Cadogan on FOAM at ICEM2012,” 2012)
Perhaps surprisingly, most under-graduates use a personal computer to listen to podcasts rather than a mobile device. (Kazlauskas & Robinson, 2012) Motivation for podcast use is quite diverse. Reasons for listening (Jalali et al., 2011) include
- To “slow down” the lecture
- Topic review
- Learning subjects not covered by an associated teaching program
- Preparation for exams
- Enhancing inclusivity of the distance learner
Podcasts are convenient and can be listened to over and over (Jalali et al., 2011; Scutter, Stupans, Sawyer, & King, 2010; Van Zanten, Somogyi, & Curro, 2012). Learner experiences of podcasts is further enhanced when combined with visual media for example PowerPoint slides (Jalali et al., 2011; Scutter et al., 2010). Impediments to use are time constraints, lack of perceived need and a non-auditory learning style (Jalali et al., 2011).
As one would expect with a relatively new technology, the evidence base describing our educational experiences is only beginning to develop. Podcasting has been studied predominantly in the higher education setting. Learning groups included have been medical students studying anatomy (Jalali et al., 2011) and histology (Beylefeld, Hugo, & Geyer, 2008), nursing students (Kazlauskas & Robinson, 2012) and medical radiation students (Scutter et al., 2010).
Little is known of the educational value of podcasts for post-graduate education or continuing professional development in health. One may speculate that the patterns of use may be quite different to the undergraduate experiences. Discussions with my own colleagues suggests that the majority of podcast use occurs whilst driving or walking and only occasionally on a personal computer. Of course this is mere speculation. However, if there is indeed a significantly altered usage pattern then the pedagogic implications are equally significant.
Listening to a podcast in isolation may be perceived as passive learning. Many podcast producers link their own website to the podcast. These educational websites often include a range of additional educational material including blogs where the learner can ask questions and provide comment. In doing so, engagement and interactivity are promoted with the podcast acting as the catalyst. The proportion of podcast users who subsequently take advantage of the associated online interaction is not known.
Through peer discussion, concern has emerged in some that podcasting (and social media in general) lacks the formalised and robust peer review of evidence-based medicine occurring through journal publications. Proponents of the opposing view (Weingart, 2013) argue that rapid crowdsourcing (leveraging the collective experience and intelligence of a large group) through social media also brings its own high levels of rigorous analysis and debate. This phenomenon has intrinsic merit in fostering active learning approaches.
Podcast producers can enhance the pedagogic nature of their podcasts by understanding the usage patterns and the associated learning needs of their listeners. Therefore, the content can be aligned and their podcast methodology chosen accordingly. The ability of podcasts to produce transformation and improvement in clinical performance in the areas of critical care and emergency medicine is yet to be elucidated through research. However, early anecdotal experience appears promising and it is clear that podcasting allows rapid and widespread dissemination of novel opinions, approaches and techniques. Research focussing on freelance podcast use would be particularly illuminating as, through my own observations, it is this construct of podcast education that post-graduate health professionals are adopting at an increasing rate.
Beylefeld, A., Hugo, A., & Geyer, H. (2008). More learning and less teaching? Students perceptions of a histology podcast. South African Journal of Higher Education, 22(5), 948-956.
FOAM. (2012). Life in the Fast Lane. Retrieved 10th April, 2013, from http://lifeinthefastlane.com/foam/
Jalali, A., Leddy, J., Gauthier, M., Sun, R., Hincke, M., & Carnegie, J. (2011). Use of Podcasting as an Innovative Asynchronous E-Learning Tool for Students. US-China Education Review, 741-748.
Kazlauskas, A., & Robinson, K. (2012). Podcasts are not for everyone. British Journal of Educational Technology, 43(2), 321-330. doi: 10.1111/j.1467-8535.2010.01164.x
Mike Cadogan on FOAM at ICEM2012. (2012). Retrieved 10th April, 2013, from http://vimeo.com/45453131
Scutter, S., Stupans, I., Sawyer, T., & King, S. (2010). How Do Students Use Podcasts to Support Learning? Australasian Journal of Educational Technology, 26(2), 180-191.
Van Zanten, R., Somogyi, S., & Curro, G. (2012). Purpose and preference in educational podcasting. British Journal of Educational Technology, 43(1), 130-138. doi: 10.1111/j.1467-8535.2010.01153.x
Weingart, S. (2013). EMCrit Wee – Tacit Knowledge and Medical Podcasting. Retrieved 12th April, 2013, from http://emcrit.org/wee/tacit-knowledge-podcasting/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+emcrit+%28EMCrit+Blog+-+Emergency+Critical+Care%29
Miguel's Medical Education Blog 
Hi Miguel,
Like yourself I am very new to the world of podcasting in medical education. I too high recommend FOAMed as I have found this a great resource for starting to explore the world of podcasts.
I found your comments about the difference in devices that students and qualified professionals use to listen to podcasts to be very interesting. My thoughts on this are that students tend to use podcasts like you identified as a form of study hence are usually taking notes and using the information presented to prepare them for exams. I know for myself and from other colleagues that I too have spoken to who listen to health related podcasts are doing so for interest sake – there is no exam at the end. I listen to podcasts on topics that i am interested in or if I am interested in the persons thoughts on a certain topic. i know myself that I don’t have the time to sit and listen to a podcast but find that I can multitask. I can listen to a podcast while I cook dinner, iron or go for a run. Hence I am listening on an iPod, iPad – a device I am easily move.
I think that the reasons for listening to the podcast influences the device that they are listened on.
These are just my thoughts. I would be interested to hear other people’s thoughts on the topic.
Hi Kate,
Yes I can see what you mean. It appears the purpose for listening appears to dictate where and how we listen. This would explain why post graduates may have altered usage patterns.
cheers
Miguel
Thank you for the insight into the use of podcast in education. Podcast alone becomes quite one way and passive learning. Some freelancer actually publish learning contents to go with the podcast which could be quite helpful. I use podcast for listening to Q&A show as I don’t watch TV at home yet am curious about what goes on in the discussion. When I reflect on time I use podcast is actually when I am doing something else such as walking, being on the bus or cooking. It is good for listening to news and some educational contents.
Podcast seems to be more subsidiary source for learning, as if I am to spend time to study something in depth, I would still prefer face to face, or visual elements plus audio involved. Having 5 senses to perceive information and living with apparatus which offer rich visual information, only podcast for learning could be quite challenging. However this view depends on individual as others have mentioned.
Thankyou for this new angle. I expect that your use of news & current affairs podcasts is similar to most in that it is a subsidiary activity. Also, I think you are probably right in thinking that deep learning is less effective through podcasting when compared with other media which may embrace multiple senses. But to be fair, I guess we don’t really know for sure until there is research in this area. Like you suggest, maybe the learning experience through podcasting is highly variable and dependent on topic, style, length, associations etc.
cheers
Miguel
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