ArticleJMIR medical education2026
Live Podcasting as an Educational Intervention in Dentomaxillofacial Radiology: Controlled Cohort Study.
Article in JMIR medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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9 authors.
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Abstract
Background: Podcasts are increasingly used in health professions education; however, most formats are asynchronous and noninteractive. Didactically grounded, synchronous implementations in dental curricula are scarce. Objective: This study aims to design, implement, and evaluate a synchronous, case-based live podcast (LP) as a didactic teaching format in dentomaxillofacial radiology. Methods: In a controlled cohort study with 2 third-year cohorts (N=41), the intervention group (IG; n=21, 51%) received weekly case-based LP sessions in addition to standard teaching, while the control group (CG; n=20, 49%) received standard teaching only. Acceptability was evaluated 6 months postcourse using the 27-item student evaluation questionnaire and open-text responses. Knowledge was assessed immediately after the course with a 21-item radiology knowledge test, and after 6 months, with a 15-item interdisciplinary clinical application test. Results: The primary outcome was student-reported acceptability of the LP format. It was rated highly by students in the Student Evaluation Questionnaire (mean out of 10: structure 9.76, interactivity 9.62, interdisciplinary relevance 9.55). Qualitative feedback was assessed highlighting motivation, authenticity, and discussion quality. In the radiology knowledge test, no group differences were observed (IG: n=21, 51% vs CG: n=20, 49%; P=.37). In the interdisciplinary clinical application test, the IG outperformed the CG in restorative dentistry (median 5, IQR 4-5 vs median 4, IQR 3-5; P=.02; r=0.38) and in item-level analysis (15/21, 71% vs 40%; P=.04; φ=0.64). Conclusions: The LP format represents a feasible, scalable, and low-threshold approach to fostering clinical reasoning in dental curricula, particularly at the transition to clinical training. While radiology-specific theoretical competencies did not differ between the groups, students consistently rated the LP as more engaging and motivating compared to standard lectures.
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