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An international, interprofessional investigation of the self-reported podcast listening habits of emergency clinicians: A METRIQ Study

  • Brent Thoma (a1), Scott Goerzen (a2), Timothy Horeczko (a3) (a4), Damian Roland (a5) (a6), Andrew Tagg (a7) (a8), Teresa M Chan (a9) (a10), Stevan Bruijns (a11), Jeff Riddell (a12) and The METRIQ Podcast Study Collaborators...

Abstract

Objectives

Podcasts are increasingly being used for medical education. A deeper understanding of usage patterns would inform both producers and researchers of medical podcasts. We aimed to determine how and why podcasts are used by emergency medicine and critical care clinicians.

Methods

An international interprofessional sample (medical students, residents, physicians, nurses, physician assistants, and paramedics) was recruited through direct contact and a multimodal social media (Twitter and Facebook) campaign. Each participant completed a survey outlining how and why they utilize medical podcasts. Recruitment materials included an infographic and study website.

Results

390 participants from 33 countries and 4 professions (medicine, nursing, paramedicine, physician assistant) completed the survey. Participants most frequently listened to medical podcasts to review new literature (75.8%), learn core material (75.1%), and refresh memory (71.8%). The majority (62.6%) were aware of the ability to listen at increased speeds, but most (76.9%) listened at 1.0 x (normal) speed. All but 25 (6.4%) participants concurrently performed other tasks while listening. Driving (72.3%), exercising (39.7%), and completing chores (39.2%) were the most common. A minority of participants used active learning techniques such as pausing, rewinding, and replaying segments of the podcast. Very few listened to podcasts multiple times.

Conclusions

An international cohort of emergency clinicians use medical podcasts predominantly for learning. Their listening habits (rarely employing active learning strategies and frequently performing concurrent tasks) may not support this goal. Further exploration of the impact of these activities on learning from podcasts is warranted.

RésuméObjectif

Le recours à la baladodiffusion est de plus en plus fréquent en formation médicale. Une meilleure compréhension des habitudes d'utilisation des balados éclairerait les producteurs de contenu médical et les chercheurs. L’étude visait donc à déterminer comment et pourquoi la baladodiffusion est utilisée par les praticiens de la médecine d'urgence et de la médecine intensive.

Méthode

L’équipe a fait appel aux relations personnelles directes et à une stratégie multimodale de recherche dans les médias sociaux (Twitter et Facebook) pour former un échantillon international et interprofessionnel (étudiants en médecine, résidents, médecins, infirmiers, adjoints aux médecins et ambulanciers paramédicaux) de participants. Chacun devait remplir un questionnaire en ligne sur la manière dont il utilisait les balados en médecine et les raisons pour lesquelles il employait cette méthode. Le matériel servant à la recherche de participants comprenait un site web sur l’étude et un document infographique.

Résultats

Au total, 390 participants, provenant de 33 pays et pratiquant dans 4 professions (médecine, soins infirmiers, paramédecine, médecine auxiliaire), ont rempli le questionnaire. Le plus souvent, les répondants écoutaient du contenu médical en baladodiffusion pour repasser de la nouvelle documentation (75,8%), pour apprendre du contenu de base (75,1%) et pour se rafraîchir la mémoire (71,8%). La majorité des participants (62,6%) connaissaient les possibilités d’écoute en accéléré, mais la plupart (76,9%) préféraient l’écoute à vitesse normale (1,0 x). Tous, à l'exception de 25 répondants (6,4%), faisaient autre chose pendant qu'ils écoutaient les fichiers, notamment conduire (72,3%), faire de l'activité physique (39,7%) ou effectuer des tâches ménagères (39,2%). Une minorité de participants appliquaient toutefois des techniques d’écoute active, telles que pauses, retours rapides ou réécoute, à des fins d'apprentissage. Très peu écoutaient à plusieurs reprises du contenu baladodiffusé.

Conclusions

Il ressort de l'enquête menée dans la cohorte internationale que les praticiens des soins d'urgence utilisent principalement les balados à des fins d'apprentissage. Toutefois, leurs habitudes d’écoute (peu d’écoute active et beaucoup de tâches concomitantes) peuvent ne pas favoriser l'atteinte du but visé. Aussi serait-il justifié d'examiner l'incidence des activités concurrentes sur l'apprentissage par baladodiffusion.

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Copyright

Corresponding author

Correspondence to: Dr. Brent Thoma, Room 2646, Box 16, 103 Hospital Drive, Saskatoon, SKS7N 0W8; Email: brent.thoma@usask.ca

References

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1.Cadogan, M, Thoma, B, Chan, TM, Lin, M.Free Open Access Meducation (FOAM): the rise of emergency medicine and critical care blogs and podcasts (2002–2013). Emerg Med J 2014;31 e1:e767.
2.Cho, D, Cosimini, M, Espinoza, J.Podcasting in medical education: a review of the literature. Korean J Med Educ 2017;29(4):229–39.
3.Purdy, E, Thoma, B, Bednarczyk, J, Migneault, D, Sherbino, J.The use of free online educational resources by Canadian emergency medicine residents and program directors. CJEM 2015;17(2):101–6.
4.Riddell, J, Swaminathan, A, Lee, M, et al. A Survey of Emergency Medicine Residents’ Use of Educational Podcasts. West J Emerg Med 2017;18(2):229–34.
5.Prince, M.Does active learning work? A review of the research. J Eng Educ 2004;93(3):223–32.
6.Zanussi, L, Paget, M, Tworek, J, McLaughlin, K.Podcasting in medical education: can we turn this toy into an effective learning tool? Adv Health Sci Educ Theory Pract 2012;17(4):597600.
7.Hargis, J, Schofield, K, Wilson, D.Fishing for learning with a podcast net. i-manager's J. Educ Technol. 2008;4(4):33–8.
8.Scutter, S, Stupans, I, Sawyer, T, King, S.How do students use podcasts to support learning? Australas J Educ Technol 2010;26(2):180–91.
9.Artino, AR Jr, La Rochelle, JS, Dezee, KJ, Gehlbach, H.Developing questionnaires for educational research: AMEE Guide No. 87. Med Teach 2014;36(6):463–74.
10.Thoma, B, Paddock, M, Purdy, E, et al. Leveraging a virtual community of practice to participate in a survey-based study: A description of the METRIQ Study Methodology. AEM Educ Train 2017;1(2):110–3.
11.Moyer-Gusé, E.Toward a theory of entertainment persuasion: explaining the persuasive effects of entertainment-education messages. Commun Theory 2008;18(3):407–25.
12.Riddell, J, Robins, L, Brown, A, et al. Independent and interwoven: A qualitative exploration of residents’ experiences with educational podcasts. Acad Med. 2019; epub, doi: 10.1097/ACM.0000000000002984

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An international, interprofessional investigation of the self-reported podcast listening habits of emergency clinicians: A METRIQ Study

  • Brent Thoma (a1), Scott Goerzen (a2), Timothy Horeczko (a3) (a4), Damian Roland (a5) (a6), Andrew Tagg (a7) (a8), Teresa M Chan (a9) (a10), Stevan Bruijns (a11), Jeff Riddell (a12) and The METRIQ Podcast Study Collaborators...

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