PODCAST REVIEWS IN A MEDICAL SCHOOL PATHOLOGY COURSE

David M. Kurtz*, Jennifer L. Kruse, Scott J. Schoenleber, Joseph P. Grande, MD, PhD.

Mayo Medical School, Mayo Clinic College of Medicine, 200 1^ST Street SW, Rochester, MN 55905 U.S.A.

PURPOSE: Podcasts are a simple way to distribute audiovisual information to a wide audience. They have found utility in medicine in education of both medical professionals and the general population. This study examines the use of brief podcast reviews in basic science education.

METHODS: We developed concise (15 to 25 minute) review sessions covering key concepts and cases from our first year Pathology course. Audio reviews were recorded and distributed in coordination with topics covered in class sessions. Podcasts were released twice weekly and were available to students throughout the course. Upon completion of the course, students were given a survey evaluating the podcasts.

RESULTS: Forty-one of 42 students completed the survey, which contained questions scored from 0 (strongly disagree) to 10 (strongly agree). A majority (63%) of students used the reviews. Listeners found the podcast helpful in learning pathology (mean score 6.8/10); they also would find podcasts useful in future classes (mean 8.6/10). Students preferred a brief length, with 64% preferring less than 25 minutes per podcast and 93% preferring less than 45 minutes. Students who found the podcast most useful tended to prefer less time spent in lecture (p=0.081), although this failed to reach statistical significance. Students who preferred hands-on learning (kinesthetic learners) found the podcast very helpful (p=0.005).

CONCLUSION/FUTURE DIRECTIONS: Podcast reviews appear to be a useful tool for teaching basic science. They are most useful when brief, highlighting key concepts. They have notable benefit to hands-on or kinesthetic learners, who are often underserved by traditional formats.