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Why Not a Podcast? Assessing Narrative Audio and Written Curricula in Obstetrical Neurology
Journal of Graduate Medical Education
|February 25, 2020
Summary
Educational podcasts and written materials equally improved medical knowledge. Narrative podcasts were found more enjoyable and engaging for residents and fellows, suggesting their feasibility as a learning tool.
Area of Science:
- Medical Education
- Neurology
- Obstetrics
Background:
- Medical podcasts offer potential for specialized education.
- Acceptability and benefits of educational podcasts are not well-defined.
Purpose of the Study:
- Compare knowledge acquisition and engagement between audio-only (podcast) and written formats.
- Assess podcast feasibility and uptake for teaching obstetrical neurology.
Main Methods:
- Developed parallel case-based modules in written and podcast formats for obstetrical neurology.
- Tested curriculum on 60 residents/fellows across multiple specialties.
- Administered pretests, randomized participants to modules, and conducted posttests and feedback.
Main Results:
- Significant knowledge improvement observed in both groups (77% to 93% posttest).
- Podcast and written groups showed similar knowledge gains.
- Podcasts rated higher for interest, enjoyability, entertainment, and desire for wider use.
Conclusions:
- Both written and podcast curricula effectively improved immediate knowledge.
- Narrative podcasts were perceived as more enjoyable by trainees.
- Suggests narrative podcasting is an engaging and feasible educational alternative.
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