TY  - JOUR
AU  - Malecki, Sarah L
AU  - Quinn, Kieran L
AU  - Zilbert, Nathan
AU  - Razak, Fahad
AU  - Ginsburg, Shiphra
AU  - Verma, Amol A
AU  - Melvin, Lindsay
PY  - 2019
DA  - 2019/09/19
TI  - Understanding the Use and Perceived Impact of a Medical Podcast: Qualitative Study
JO  - JMIR Med Educ
SP  - e12901
VL  - 5
IS  - 2
KW  - podcasts
KW  - grounded theory
KW  - medical education
AB  - 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. 
SN  - 2369-3762
UR  - http://mededu.jmir.org/2019/2/e12901/
UR  - https://doi.org/10.2196/12901
UR  - http://www.ncbi.nlm.nih.gov/pubmed/31538949
DO  - 10.2196/12901
ID  - info:doi/10.2196/12901
ER  -