Educational Podcasts as Adjuncts for Dental Students: A Systematic Review

As part of asynchronous learning resources, podcasts are increasingly used as an adjunct in dental education. This systematic review examines the evidence on educational podcasts in dental education, with emphasis on usage patterns, learner perceptions, and their impact on knowledge-related outcomes.

Electronic databases, including PubMed, Scopus, and Web of Science, were searched in September 2025 using specific inclusion and exclusion criteria. Eligible studies enrolled undergraduate dental students, implemented audio podcasts as educational adjuncts, and reported data on knowledge outcomes or podcast usage and learner perceptions. Study quality was appraised using the Joanna Briggs Institute Critical Appraisal Checklist.

The search identified 693 records, of which six studies met the inclusion criteria. Across cohorts, most reported podcast use and consistently showed high perceived educational utility and acceptability. Between 73% and 97% of respondents in individual studies agreed that podcasts improved learning, aided exam preparation, or were important or very important for theoretical learning. In contrast, ratings for practical or skills-based learning were lower. One quasi-experimental study showed higher immediate multiple-choice test scores in the podcast group. Overall, the risk of bias was judged to be high or unclear in most studies.

Within a small, heterogeneous, and methodologically limited evidence base, students reported that educational podcasts appear to be acceptable adjunct resources. Further research using objective outcome measures and extended follow-up is required to delineate the pedagogical role and incremental value of podcasts in dental education.