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dc.contributor.authorThoma, Brent
dc.contributor.authorGoerzen, Scott
dc.contributor.authorHoreczko, Timothy
dc.contributor.authorRoland, Damian
dc.contributor.authorTagg, Andrew
dc.contributor.authorChan, Teresa M
dc.contributor.authorBruijns, Stevan
dc.contributor.authorRiddell, Jeff
dc.contributor.authorAgaba, Peter
dc.contributor.authorAldawood, Mohammed M
dc.contributor.authorAldawood, Mohammed Makki
dc.contributor.authorAlex, Mathew
dc.contributor.authorAli, Salma
dc.contributor.authorDill, Tatjana
dc.contributor.authorKeijzers, Gerben
dc.contributor.authoret al.
dc.date.accessioned2020-04-29T23:32:14Z
dc.date.available2020-04-29T23:32:14Z
dc.date.issued2020
dc.identifier.issn1481-8035
dc.identifier.doi10.1017/cem.2019.427
dc.identifier.urihttp://hdl.handle.net/10072/393319
dc.description.abstractObjectives" Podcasts are increasingly being used for medical education. A deeper understanding of usage patterns would inform both producers and researchers of medical podcasts. We aimed to determine how and why podcasts are used by emergency medicine and critical care clinicians. Methods: An international interprofessional sample (medical students, residents, physicians, nurses, physician assistants, and paramedics) was recruited through direct contact and a multimodal social media (Twitter and Facebook) campaign. Each participant completed a survey outlining how and why they utilize medical podcasts. Recruitment materials included an infographic and study website. Results: 390 participants from 33 countries and 4 professions (medicine, nursing, paramedicine, physician assistant) completed the survey. Participants most frequently listened to medical podcasts to review new literature (75.8%), learn core material (75.1%), and refresh memory (71.8%). The majority (62.6%) were aware of the ability to listen at increased speeds, but most (76.9%) listened at 1.0 x (normal) speed. All but 25 (6.4%) participants concurrently performed other tasks while listening. Driving (72.3%), exercising (39.7%), and completing chores (39.2%) were the most common. A minority of participants used active learning techniques such as pausing, rewinding, and replaying segments of the podcast. Very few listened to podcasts multiple times. Conclusions: An international cohort of emergency clinicians use medical podcasts predominantly for learning. Their listening habits (rarely employing active learning strategies and frequently performing concurrent tasks) may not support this goal. Further exploration of the impact of these activities on learning from podcasts is warranted.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherCambridge University Press
dc.relation.ispartofpagefrom112
dc.relation.ispartofpageto117
dc.relation.ispartofissue1
dc.relation.ispartofjournalCanadian Journal of Emergency Medicine
dc.relation.ispartofvolume22
dc.subject.fieldofresearchClinical Sciences
dc.subject.fieldofresearchcode1103
dc.subject.keywordsScience & Technology
dc.subject.keywordsLife Sciences & Biomedicine
dc.subject.keywordsEmergency Medicine
dc.subject.keywordsEducation
dc.titleAn international, interprofessional investigation of the self-reported podcast listening habits of emergency clinicians: A METRIQ Study
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationThoma, et al., An international, interprofessional investigation of the self-reported podcast listening habits of emergency clinicians: A METRIQ Study, Canadian Journal of Emergency Medicine, 2020, 22 (1), pp. 112-117
dc.date.updated2020-04-21T03:52:06Z
gro.hasfulltextNo Full Text
gro.griffith.authorKeijzers, Gerben


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