ArticleBMC medical education2025
'Scrub up': assessing how a gynaecology podcast can enhance the learning of medical students, a mixed-methods study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPodcasts are widely used by medical students to keep up to date with knowledge, revise and prepare for examinations and medical placements. They are valued for their ease of access, asynchronous accessibility and relatable tone. In obstetrics and gynaecology, tools such as podcasts that enable flexible learning around demanding and changeable workloads are highly valuable, however research to understand how student learners utilise podcasts and their efficacy in this context is limited.
methodsThis was a sequential exploratory mixed methods study with two phases. Phase one was a descriptive qualitative study using focus group discussions and semi-structured questions to explore student attitudes and preferences in relation to podcasts. Phase two of the study utilised data from phase one to develop an educational podcast with a gynaecological focus. Subsequently, students listened to the podcast and then completed an evaluation questionnaire that assessed their perceptions of the podcast design, content and effectiveness as a learning tool. The data were triangulated to draw conclusions about the overall utility of podcast as a learning tool for medical students in gynaecology.
resultsFocus group data from 14 participants revealed five main themes relating to podcast usage and learning preferences. These were (1) 'personal and relatable' (2) 'reflects real world clinical practice' (3) 'use alongside conventional study' (4) 'structured and focused content' and (5) 'targets what I need to know'. These themes informed the creation of a gynaecology podcast targeting student learning preferences. The podcast was made available to 201 students and utilised by 68. 92.7% of 55 respondents found the podcast effective or very effective at improving their knowledge in gynaecology topic areas. The majority (76.3%) of students felt podcasts should be included within the university medical program in the future.
conclusionsOur respondents regarded podcasts as an important learning platform that is highly accessible and engaging. Utilisation of key components of podcasts may assist content producers to create high yielding learning opportunities for students. Podcasts offer an alternative to conventional educational delivery that can offer students flexibility and engaging content that may be tailored to suit the specific learning needs of medical students.
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.