A Multimodal Evaluation of Podcast Learning, Retention, and Electroencephalographically Measured Attention in Medical Trainees

Abstract

Introduction: Podcasts have become popular among medical trainees. However, it is unclear how well learners retain information from podcasts compared to traditional educational modalities, and whether multitasking affects the learner's ability to pay attention and learn. This study attempted to examine the effectiveness of podcast learning by using electroencephalography (EEG) to measure learner attention, in addition to test performance, task load, and preferences.Methods: The study used a repeated measures design with three conditions: podcast listening on a treadmill, podcast listening seated, and textbook reading seated. Participants were anesthesiology residents and medical students at a large United States academic medical center. Three topics were chosen: allergic response, liver physiology, and statistics. Each participant studied all three topics that were randomly assigned to one of three learning conditions -in random order. Participants completed a knowledge test at baseline, after each condition, and at four-week follow-up, and reported preferred learning modality and task load under each modality. Activation levels in alerting, orienting, and executive attentional networks were examined using EEG.Results: Sixty-one participants (11 anesthesiology residents and 50 medical students) were included in the study. Of the 61, six were excluded from the EEG analyses due to corrupted recordings. EEG results showed that mean attention network activation scores did not differ between the study conditions. Trainees preferred podcast learning over reading for all three topics. When compared to textbook reading, podcast learning (seated or on a treadmill) produced significantly better learning gain, and equivalent retention for two of the three topics.Conclusions: Our study is the first to use neurocognitive data, self-reported satisfaction, and knowledge test performance to demonstrate that podcasts are at least equivalent to textbooks for maintaining attention, immediate learning, and retention -even while exercising.

Audio podcast and procedural video use in anaesthesiology and intensive care: A nationwide survey of Swedish anaesthetists

“…In a randomized study including 130 medical students, audio podcasts were shown to achieve better learning outcomes as compared to textbook reading, related to orthopedic diseases 13 . A recent study by Wolpaw et al confirmed that audio podcast listening may enhance learning and retention of knowledge compared to textbook reading 3 . Interestingly, in this study, there were no differences in learning when comparing audio podcast listening during exercise on a treadmill to audio podcast listening in a seated position.…”

“…13 A recent study by Wolpaw et al confirmed that audio podcast listening may enhance learning and retention of knowledge compared to textbook reading. 3 Interestingly, in this study, there were no differences in learning when comparing audio podcast listening during exercise on a treadmill to audio podcast listening in a seated position. The potential learning benefits of audio podcast use compared to textbook reading may however be limited to certain topics, since there were no differences between the learning conditions for one out of three studied topics (statistics).…”

“…Importantly, web-based materials may provide a more authentic framing of clinical situations compared to traditional teaching methods such as lectures and seminars, with potential benefits related to acquisition and retention of theoretical knowledge and practical skills. 2,3 A survey conducted in 2010-2011 showed that more than half of anaesthesiology residents in Canada were using medical podcasts, although the findings were limited by a low response rate (24%). 4 A recent survey from the United States found that approximately 36% of residents used podcasts 1-2 times per week or more.…”

“…These learning modalities, for example, audio podcasts and procedural videos, provide users the freedom to choose when and where to learn, and may facilitate a better balance between work and life in general for busy healthcare professionals. Importantly, web‐based materials may provide a more authentic framing of clinical situations compared to traditional teaching methods such as lectures and seminars, with potential benefits related to acquisition and retention of theoretical knowledge and practical skills 2,3 …”

The power of podcasts: Exploring the endless possibilities of audio education and information in medicine, healthcare epidemiology, and antimicrobial stewardship

“…9 In a study examining effectiveness of podcast learning that used electroencephalography (EEG) to measure learner attention, podcast listening was preferred to reading in self-reported satisfaction ratings and produced a higher level of learning gain. 10 Content and style appear important, and although structured podcasts based on curricula may have benefit for learning, narrative podcasts are also an engaging form of obtaining information, 11 with active aversion to episodes that are simply recorded lectures. 12 Podcasts offer the convenience of learning on the go.…”