%0 Journal Article %@ 2369-3762 %I JMIR Publications %V 5 %N 2 %P e12901 %T Understanding the Use and Perceived Impact of a Medical Podcast: Qualitative Study %A Malecki,Sarah L %A Quinn,Kieran L %A Zilbert,Nathan %A Razak,Fahad %A Ginsburg,Shiphra %A Verma,Amol A %A Melvin,Lindsay %+ Department of Internal Medicine, Toronto General Hospital, University of Toronto, 200 Elizabeth St, Toronto, ON,, Canada, 1 (416) 340 3155, sarah.voll@mail.utoronto.ca %K podcasts %K grounded theory %K medical education %D 2019 %7 19.09.2019 %9 Original Paper %J JMIR Med Educ %G English %X Background: Although podcasts are increasingly being produced for medical education, their use and perceived impact in informal educational settings are understudied. Objective: This study aimed to explore how and why physicians and medical learners listen to The Rounds Table (TRT), a medical podcast, as well as to determine the podcast’s perceived impact on learning and practice. Methods: Web-based podcast analytics were used to collect TRT usage statistics. A total of 17 medical TRT listeners were then identified and interviewed through purposive and convenience sampling, using a semistructured guide and a thematic analysis, until theoretical sufficiency was achieved. Results: The following four themes related to podcast listenership were identified: (1) participants thought that TRT increased efficiency, allowing them to multitask, predominantly using mobile listening platforms; (2) participants listened to the podcast for both education and entertainment, or “edutainment”; (3) participants thought that the podcast helped them keep up to date with medical literature; and (4) participants considered TRT to have an indirect effect on learning and clinical practice by increasing overall knowledge. Conclusions: Our results highlight how a medical podcast, designed for continuing professional development, is often used informally to promote learning. These findings enhance our understanding of how and why listeners engage with a medical podcast, which may be used to inform the development and evaluation of other podcasts. %M 31538949 %R 10.2196/12901 %U http://mededu.jmir.org/2019/2/e12901/ %U https://doi.org/10.2196/12901 %U http://www.ncbi.nlm.nih.gov/pubmed/31538949