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Introduction: Podcasts are a popular way to learn and engage at the convenience of the listener. Education is incorporating podcasts to supplement and reinforce students learning inside and outside the classroom., Methods: The authors created a podcast covering the Top 200 commonly prescribed medications. This was to help students recall and reinforce medication knowledge they typically must learn on their own., Results: Student performance on post-tests improved (p = 0.0011) compared to pre-tests with an effect size r of 0.39 (0.37, 0.32, and 0.42 for P1, P2 and P3 respectively). Students reported the content was easy to follow, and they enjoyed learning from other students. The total number of plays for the podcast as of 19 July 2023 were 882. Each episode had a range of one to 89 number of plays., Discussion: The podcast was well received by students, and drug knowledge increased. While the podcasts were shorter in time, they still provided the foundational information for a first-year pharmacy student to know. Overall, podcasts provide another way to help students retain and reinforce material learned inside and outside the classroom., Competing Interests: Declaration of competing Interest None., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Objectives/hypothesis: Studies across multiple specialties of medical students, residents, and attending physicians demonstrate increased retention, breadth of knowledge, and literature awareness when podcasts are used as an adjunctive educational tool. This Contemporary Review aims to 1) quantify podcast availability and episode frequency for medical learners across a broad range of specialties, and 2) compare these metrics between otolaryngology-specific podcasts with those of other specialties., Data Sources: Top five podcast platforms: Spotify (Stockholm, Sweden 2006), Apple Podcasts (Cupertino, CA 2012), Google Podcasts (Mountain View, CA 2018), Stitcher (San Francisco, CA 2008), and TuneIn (San Francisco, CA 2002)., Methods: The selected podcast platforms were queried with a comprehensive set of keywords and manually searched for medically-relevant podcasts. Specialty, content, and number of episodes annually for the last 10 years were recorded for each podcast., Results: Otolaryngology has a comparable number of podcasts and breakdown of podcast category compared to other specialties, but reduced total episodes and episode frequency compared to other specialties. This may limit otolaryngologists' ability to engage in this validated form of medical education., Conclusions: Podcast-based education provides a valuable resource for medical professionals to reinforce learning, broaden general knowledge base, and stay updated on current literature, particularly in light of increased demand for mobile and on-demand learning options. There is room for an increased number of podcasts and, particularly, increased episode frequency within the field of otolaryngology to extend these benefits to otolaryngologists and otolaryngologists in training. Laryngoscope, 131:E2131-E2138, 2021., (© 2020 The American Laryngological, Rhinological and Otological Society, Inc.)

On 1 February, Journal of Wound Care and the University of Huddersfield streamed the first of the live webinars on their Wounds Week channel (www.woundsweek.com). All sessions are now available to watch on-demand. With highly innovative topics, Wounds Week 2 gives a chance for the wound care community to come together in these difficult times and engage in key education, free of charge. The sessions had live question and answer sessions; participants asked questions of the experts, making them a key part of the event. The registration process takes just a minute. There's nothing to install or set up-simply register and fill out your details. Follow on twitter at #WoundsWeek.

Introduction: Podcasts are increasingly being used for medical education. Studies have found that the assessment of the quality of online resources can be challenging. We sought to determine the reliability of gestalt quality assessment of education podcasts in emergency medicine., Methods: An international, interprofessional sample of raters was recruited through social media, direct contact, and the extended personal network of the study team. Each participant listened to eight podcasts (selected to include a variety of accents, number of speakers, and topics) and rated the quality of that podcast on a seven-point Likert scale. Phi coefficients were calculated within each group and overall. Decision studies were conducted using a phi of 0.8., Results: A total of 240 collaborators completed all eight surveys and were included in the analysis. Attendings, medical students, and physician assistants had the lowest individual-level variance and thus the lowest number of required raters to reliably evaluate quality (phi >0.80). Overall, 20 raters were required to reliably evaluate the quality of emergency medicine podcasts., Discussion: Gestalt ratings of quality from approximately 20 health professionals are required to reliably assess the quality of a podcast. This finding should inform future work focused on developing and validating tools to support the evaluation of quality in these resources.

Introduction: People are increasingly consuming information on-demand. Podcasting is a growing medium for education in an on-demand world. There is a paucity of data on podcasting as a means of continuing medical education (CME) for attending physicians., Methods: The authors performed an exploratory survey of a convenience sample of listeners to a Pediatric Hospital Medicine podcast to learn about their attitudes regarding podcasting. A 17-question survey consisting of demographic data, attitudinal questions, and qualitative questions was administered electronically in February 2018., Results: At the time of the survey, the 12 podcast episodes were downloaded 17,288 times, with 162 CME credits being issued. Of 129 respondents, 75.2% were attendings. The majority agreed the podcast was of "high educational value" and was of equal or better educational value as medical journals or national conferences. Qualitative content analysis revealed listeners valued the convenience of the podcast, and community-based hospitalists felt the podcast connected them to the broader hospitalist community., Discussion: Our respondents found podcasting to be a beneficial and convenient learning method. The ability to apply for CME credit was not a major motivation for listening. Further research is needed to investigate more objective outcomes and assess attitudes of a random sampling of physicians as opposed to a self-selected sample.

Technology provides an opportunity to engage with a variety of audiences to provide cancer education, information and support. Webinars are one such format that allow live presentations by experts that can be accessed online, from people's homes or other convenient locations. In 2015, Cancer Council Victoria (CCV) undertook a program of work to design and evaluate the effectiveness of a suite of webinars: four designed for people affected by cancer and two for health professionals. Webinars included a series of expert presentations, a panel discussion and an interactive component where participants posed questions to the panel. Evaluation included analysis of online metrics and a post-event survey covering experience and satisfaction with the webinar, self-reported changes in knowledge of key webinar concepts and confidence to discuss concepts with health professionals or patients. A total of 438 people participated in the webinars (41.5% of 1056 registrations), and 207 post-event surveys were completed by participants (47.3%). Overall, 90.1% indicated that webinar content was relevant to their interests and needs. Self-ratings of knowledge, awareness of resources and confidence to discuss webinar topics increased after the webinar. The majority (63.9%) had not participated in a webinar before, and 92.6% were interested in participating in future webinars. Over half of respondents (52.8%) had not accessed CCV resources before. This work provided a new opportunity to consolidate consistency of delivery and evaluation of webinars, demonstrating they are an effective, acceptable, accessible and sustainable vehicle for delivering information and support to health professionals and people affected by cancer.

Introduction: Free open-access medical education (FOAM) is a collection of interactive online medical education resources-free and accessible to students, physicians and other learners. This novel approach to medical education has the potential to reach learners across the globe; however, the extent of its global uptake is unknown., Methods: This descriptive report evaluates the 2016 web analytics data from a convenience sample of FOAM blogs and websites with a focus on emergency medicine (EM) and critical care. The number of times a site was accessed, or "sessions", was categorized by country of access, cross-referenced with World Bank data for population and income level, and then analyzed using simple descriptive statistics and geographic mapping., Results: We analyzed 12 FOAM blogs published from six countries, with a total reported volume of approximately 18.7 million sessions worldwide in 2016. High-income countries accounted for 73.7% of population-weighted FOAM blog and website sessions in 2016, while upper-middle income countries, lower-middle income countries and low-income countries accounted for 17.5%, 8.5% and 0.3%, respectively., Conclusion: FOAM, while largely used in high-income countries, is used in low- and middle-income countries as well. The potential to provide free, online training resources for EM in places where formal training is limited is significant and thus is prime for further investigation., Competing Interests: Conflicts of Interest: By the WestJEM article submission agreement, all authors are required to disclose all affiliations, funding sources and financial or management relationships that could be perceived as potential sources of bias. No author has professional or financial relationships with any companies that are relevant to this study. There are no conflicts of interest or sources of funding to declare.

Podcasts are an area of innovation in the neurointerventional space that has the potential to convey information in ways that traditional journal articles in peer-reviewed journals do not. BMJ maintains an archive of all of its podcasts on the Journal of NeuroInterventional Surgery (JNIS) website. We sought to analyze this early JNIS podcast experience and assess the impact of content elements and an increased presence in social media., (Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.)

Disruptive technologies are revolutionising continuing professional development in emergency medicine and critical care (EMCC). Data on EMCC blogs and podcasts were gathered prospectively from 2002 through November 2013. During this time there was a rapid expansion of EMCC websites, from two blogs and one podcast in 2002 to 141 blogs and 42 podcasts in 2013. This paper illustrates the explosive growth of EMCC websites and provides a foundation that will anchor future research in this burgeoning field., (Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.)

Little information is available regarding the value of podcasting in nursing education. This mixed-methods study described nursing students' (n=101) perceptions of podcasted materials, the benefits of podcasting, and when and where students used podcasted materials. Students (86%) believed podcasts enriched their learning, and 95% reported podcasts as valuable tools in the learning environment. Most students (94%) would recommend podcasting in other courses and accessed podcast materials 3 times per week. More than half of the students (55%) accessed podcast materials in multiple places (ie, in the car, in the home, and at school).

YouTube, reaches upwards of six billion users on a monthly basis and is a unique source of information distribution and communication. Although the influence of YouTube on personal health decision-making is well established, this study assessed the type of content and viewership on a broad scope of dermatology related content on YouTube. Select terms (i.e. dermatology, sun protection, skin cancer, skin cancer awareness, and skin conditions) were searched on YouTube. Overall, the results included 100 videos with over 47 million viewers. Advocacy was the most prevalent content type at 24% of the total search results. These 100 videos were "shared" a total of 101,173 times and have driven 6,325 subscriptions to distinct YouTube user pages. Of the total videos, 35% were uploaded by or featured an MD/DO/PhD in dermatology or other specialty/field, 2% FNP/PA, 1% RN, and 62% other. As one of the most trafficked global sites on the Internet, YouTube is a valuable resource for dermatologists, physicians in other specialties, and the general public to share their dermatology-related content and gain subscribers. However, challenges of accessing and determining evidence-based data remain an issue.

Objective: To report on the presence and use of social media by speakers and attendees at the International Conference on Emergency Medicine (ICEM) 2012, and describe the increasing use of online technologies such as Twitter and podcasts in publicising conferences and sharing research findings, and for clinical teaching., Methods: Speakers were identified through the organising committee and a database constructed using the internet to determine the presence and activity of speakers on social media platforms. We also examined the use of Twitter by attendees and non-attendees using an online archiving system. Researchers tracked and reviewed every tweet produced with the hashtag #ICEM2012. Tweets were then reviewed and classified by three separate authors into different categories., Results: Of the 212 speakers at ICEM 2012, 41.5% had a LinkedIn account and 15.6% were on Twitter. Less than 1% were active on Google+ and less than 10% had an active website or blog. There were over 4500 tweets about ICEM 2012. Over 400 people produced tweets about the conference, yet only 34% were physically present at the conference. Of the original tweets produced, 74.4% were directly related to the clinical and research material of the conference., Conclusions: ICEM 2012 was the most tweeted emergency medicine conference on record. Tweeting by participants was common; a large number of original tweets regarding clinical material at the conference were produced. There was also a large virtual participation in the conference as multiple people not attending the conference discussed the material on Twitter., (Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.)

Background: Podcasts are increasingly being used in medical education. In this study, we conducted a survey of Canadian anesthesia residents to better delineate the content needs, format preferences, and usage patterns among anesthesia residents., Methods: 10/16 Canadian anesthesia program directors, representing 443/659 Canadian anesthesia residents, allowed their residents to be included in the study. 169/659 (24%) residents responded to our survey. A 17-item survey tool developed by the investigators was distributed by email eliciting information on patterns of podcast use, preferred content, preferred format, and podcast adjuncts perceived to increase knowledge retention., Results: 60% (91/151) had used medical podcasts with 67% of these users spending up to 1 hour per week on podcasts. 72.3% of respondents selected 'ability to review materials whenever I want' was selected by the majority of respondents (72%) as the reason they found podcasts to be valuable. No clear preference was shown for audio, video, or slidecast podcasts. Physiology (88%) and pharmacology (87%) were the most requested basic science topics while regional anesthesia (84%), intensive care (79%) and crisis resource management (86%) were the most requested for procedural, clinical and professional topics respectively. Respondents stated they would most likely view podcasts that contained procedural skills, journal article summaries and case presentations and that were between 5-15 minutes in duration A significantly greater proportion of senior residents (81%) requested podcasts on 'pediatric anesthesia' compared to junior residents 57% (P = 0.007)., Conclusions: The majority of respondents are using podcasts. Anesthesia residents have preferred podcast content, types, length and format that educators should be cognizant of when developing and providing podcasts.

Despite requirements for robust health informatics education, a multitude of educators and policy analysts report that programs are not adequately preparing nurses to handle the bevy of technologies that will be a part of their practice. A series of 14 "Podcasted" exemplars were developed to help graduate online students visualize the application of health informatics concepts in real-world settings and to determine the impact of podcasting on student cognition, engagement, and satisfaction. Although no significant differences in student cognition scores or student engagement were found between course conditions, course satisfaction was significantly higher in Podcasted weeks of the course. Also, student engagement was positively correlated with aspects of course satisfaction and overall cognition scores under both course conditions. This result suggests that student engagement plays an important mediating role in improving cognition. Students' use of podcasting did produce a temporary drop in scores for one group; therefore, more research is needed to understand these unintended consequences. With distance/online education becoming mainstream, it is imperative that faculty deploy and confirm ways to improve student cognition, engagement, and satisfaction.

Objective: To determine if remote administration of the Unified Batten Disease Rating Scale (UBDRS) Physical Impairment subscale by telemedicine is reliable and feasible across a broad range of disease severity., Methods: For the majority (n = 10) of subjects, the examination was performed by a nonphysician who had been trained to perform the examination but not to score the subjects. A trained rater scored the subjects via live video; a second trained rater performed a separate examination in person and scored that examination. For 3 telemedicine evaluations, examinations were performed and scored by a trained rater while a second trained rater simultaneously scored the subjects via live video. Reliability was determined by intraclass correlation coefficient (ICC)., Results: Subjects (n = 13) represented a wide range of disease severity. Remote administration of the UBDRS Physical Impairment subscale had high interrater reliability across all subjects (ICC = 0.94). When only the subjects (n = 10) who had been examined by the nonphysician and scored remotely were included in the analysis, the reliability was unchanged (ICC = 0.95)., Conclusions: The UBDRS Physical Impairment subscale is reliable and feasible for remote administration. Telemedicine has the potential to be a useful tool in rare neurologic disease research and clinical assessment.

Objective: The authors provide examples for the use of the WebCam as a therapeutic tool in child psychiatry, discussing cases to demonstrate the application of the WebCam, which is most often used in psychiatry training programs during resident supervision and for case presentations., Method: Six cases illustrate the use of the WebCam in individual and family therapy., Results: The WebCam, used during individual sessions, can facilitate the development of prosocial skills. Comparing individual WebCam video sessions can help to evaluate the effectiveness of medication and progress in therapy., Conclusion: The WebCam has proven to be useful in psycho-education, facilitating communication, and treating children and families. The applications of this technology may include cognitive-behavioral therapy, dialectical-behavioral, and group therapy.

Although podcasting has been a well used resource format in the last few years as a way of improving the student learning experience, the inclusion of enhanced audiovisual formats such as screencasts has been less used, despite the advantage that they work well for both visual and auditory learners. This study examines the use of and student reaction to a set of screencasts introduced to accompany embryology lectures within a second year module at Brighton and Sussex Medical School. Five mini-lecture screencasts and one review quiz screencast were produced as digital recordings of computer screen output with audio narration and released to students via the managed learning environment (MLE). Analysis of server log information from the MLE showed that the screencasts were accessed by many of the students in the cohort, although the exact numbers were variable depending on the screencast. Students accessed screencasts at different times of the day and over the whole of the access period, although maximum downloads were predictably recorded leading up to the written examination. Quantitative and qualitative feedback demonstrated that most students viewed the screencasts favorably in terms of usefulness to their learning, and end-of-module written examination scores suggest that the screencasts may have had a positive effect on student outcome when compared with previous student attainment. Overall, the development of a series of embryology screencasts to accompany embryology lecture sessions appears to be a useful addition to learning for most students and not simply an innovation that checks the box of "technology engagement.", (Copyright © 2011 American Association of Anatomists.)

Background: Provision of learning resources online is rapidly becoming a feature of medical education., Aims: This study set out to determine how medical students engaged in a 6-week clerkship in General Surgery would make use of a series of audio podcasts designed to meet their educational objectives., Methods: Patterns of use and student learning styles were determined using an anonymous survey., Results: Of the 112 students, 93 responded to the survey (83%); 68% of students reported listening to at least one podcast (average number: six). While students reported listening in a variety of time and places, the majority of students reported listening on a computer in dedicated study time. Of the listeners, 84% agreed the podcasts helped them learn core topics, and over 80% found the recordings interesting and engaging., Conclusions: This study demonstrates that podcasts are an acceptable learning resource for medical students engaged in a surgery clerkship, and can be integrated into existing study habits. We believe that podcasting can help us cater to busy students with a range of learning styles. We have also shown that a free online resource developed by one school can reach a global audience many times larger than its intended target: to date, the 'Surgery 101' podcast series has been downloaded more than 160,000 times worldwide.