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Open Access Publications from the University of California

Scholarly Works (2 results)

  • Article
  • Peer Reviewed
Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health, Volume 22, Issue 1 (2021)

Introduction: Educational podcasts are used by emergency medicine (EM) trainees to supplementclinical learning and to foster a sense of connection to broader physician communities. Yet residents reportdifficulties remembering what they learned from listening, and the features of podcasts that residents findmost effective for learning remain poorly understood. Therefore, we sought to explore residents’ perceptionsof the design features of educational podcasts that they felt most effectively promoted learning.

Methods: We used a qualitative approach to explore EM trainees’ experiences with educational podcasts,focusing on design features that they found beneficial to their learning. We conducted 16 semi-structuredinterviews with residents from three institutions from March 2016–August 2017. Interview transcripts wereanalyzed line-by-line using constant comparison and organized into focused codes, conceptual categories,and then key themes.

Results: The five canons of classical rhetoric provided a framework for thematically grouping the disparatefeatures of podcasts that residents reported enhanced their learning. Specifically, they reported valuing thefollowing: 1) Invention: clinically relevant material presented from multiple perspectives with explicit learningpoints; 2) Arrangement: efficient communication; 3) Style: narrative incorporating humor and storytelling; 4)Memory: repetition of key content; and 5) Delivery: short episodes with good production quality.

Conclusion: This exploratory study describes features that residents perceived as effective for learning fromeducational podcasts and provides foundational guidance for ongoing research into the most effective waysto structure medical education podcasts.

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Cover page: Residents’ Perceptions of Effective Features of Educational PodcastsCreative Commons 'BY' version 4.0 license
  • Article
  • Peer Reviewed
UC San Francisco Previously Published Works (2016)

Introduction

Current residency didactic schedules that are built upon hour-long, lecture-based presentations are incongruous with adult learning theory and the needs of millennial generation residents. An alternative to the traditional lecture, the flipped classroom involves viewing a short video lecture at home, followed by an active discussion during class time. This module was developed for emergency medicine residents and rotating medical students without previous training on the subject.

Methods

The at-home portion of the module was designed to be delivered at home, while the in-class discussion was designed to be carried out over 30-45 minutes during a regularly scheduled didactic time. Small-group size may be determined by faculty availability, though groups of five are optimal. There is no requirement for faculty preparation prior to the in-class session. Associated materials include objectives, the at-home video, a discussion guide for faculty facilitators, a case-based handout for students and residents, and assessment questions. We assessed our module with a pretest, immediate posttest, and the posttest again after 90 days.

Results

The mean pretest score was 66%, mean posttest score 76%, and mean retention test score 66%. There was an immediate increase of 10%, which did not remain at 90 days.

Discussion

We developed a flipped classroom module that can be implemented in any emergency medicine residency or clerkship. It addresses the theoretical challenges posed to traditional conference didactics by increasing the focus on problem solving and self-directed learning.
    Cover page: Low Back Pain in the Emergency Medicine Department: A Flipped Classroom Module
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