ArticleMedical science educator2025
AI-Generated Podcasts as a Supplemental Pharmacology Learning Tool: A Feasibility Study in Undergraduate Medical Education.
Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
- Guiding student use of generative AI in undergraduate pharmacology: a narrative review and proposed source-checking process framework.Frontiers in medicine · 2026Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Pharmacology remains a cognitively demanding discipline for medical students due to its volume and integration of complex pathophysiological principles. Educational podcasts have emerged as accessible, asynchronous learning resources in health professions education. With recent advances in artificial intelligence (AI), automated guided-content generation provides new avenues for educational innovation. This study evaluates the feasibility, utilization, and learner reception of AI-generated pharmacology podcasts in undergraduate medical education at a US osteopathic medical school. In a retrospective observational study, pharmacology lectures across four organ system-based courses were converted into AI-generated podcast episodes using the NotebookLM and Riverside.fm platforms. Podcasts were made available via the Leo Learning Management System. Download metrics, presence of embedded practice questions, and qualitative student feedback were analyzed. Ten AI-generated podcasts were deployed across first- and second-year osteopathic medical courses. The average duration of the podcasts was 18.1 min. The range for AI podcast downloads was 6-25% whereas it was 50-97% for lecture slides and 1-9% for recommended pharmacology textbooks. Topics such as gastrointestinal pharmacology and Parkinson disease had the highest engagement. Podcasts with integrated practice questions showed slightly increased engagement. Students valued the format for its portability, clarity, and reinforcement of lecture content. AI-generated podcasts represent a scalable, portable, and positively received modality for pharmacology instruction. This study demonstrates early feasibility and acceptance of AI tools in augmenting traditional didactics. Further research is needed to assess impacts on learning outcomes and long-term retention.
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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.