ArticleThe clinical teacher2025
Influence of Active Production Versus Passive Consumption of Podcasts on Medical Students' Learning Outcomes.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Evaluating AI-Generated Podcasts Versus Traditional Reading for Learning From Medical Articles: Protocol for a Mixed-Design Study Among Resident Physicians.JMIR research protocols · 2025Article
- Attitudes and perceptions of dental students following the implementation of an online video and podcast compared to a traditional educational strategy in the endodontics course. A cross-sectional study.Revista cientifica odontologica (Universidad Cientifica del Sur)Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionIn recent years, podcasts have been increasingly deployed in medical education. However, studies often fail to evaluate the learning outcomes from these podcasts effectively. The aim of this study was to determine whether the active production of podcasts enhances students' knowledge compared to the passive consumption of student-produced podcasts, as it increases the engagement with the learning content through active learning.
methodsThe study was conducted at a German medical school during the fifth-year paediatrics block internship. The final sample consisted of 86 students who were divided into small groups that produced podcasts on one paediatric topic on the first day and listened to a podcast on another topic on the second day.
resultsThe first group, which produced a podcast on topic A and only listened to a podcast on topic B, performed significantly better on questions on topic A than on questions on topic B, (p < 0.01, d = 0.63). This effect was not observed in the second group, which produced a podcast on topic B and listened to a podcast on topic A (p = 0.81, d = 0.04). Additionally, it was found that a longer time interval between podcast production and the knowledge test led to poorer memory performance (β = 1.10, p = 0.04).
conclusionWhile the differing results between the two groups may be due to a lack of power to detect meaningful differences, this study nonetheless provides initial evidence that the active production of podcasts may enhance the learning outcomes of medical students.
trial registrationNot applicable.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.