ArticleMedical science educator2026
A Sound Education: A Qualitative Study of the Role of Podcasts in Postgraduate Medical Education.
Article in Medical science educator, 2026. 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
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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.
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Authors and funding
2 authors.
Funding
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Abstract
Introduction: The rise of smart technology has driven increased use of podcasts in medical education due to their accessibility, flexibility, and capacity for rapid dissemination of current information. Existing literature, predominantly North American and undergraduate-focused, is insufficient to understand podcast use and integration into UK postgraduate medical education. Materials and Methods: Ten Internal Medicine Trainees from the East Midlands region were interviewed online using semi-structured interviews. Recordings were transcribed and analysed using Interpretative Phenomenological Analysis. Ethical approval was obtained. Results: Four themes emerged: Self-directed Learning, Time Efficiency, Relaxed Learning Environment and Access to Experts. Podcasts have been used informally to address self-identified knowledge gaps and personalise study schedules. Trainees valued concise, high-yield content and the ability to learn while multitasking with other activities such as commuting or cleaning, which was seen as productive. Podcasts user-friendly, enjoyable format created a relaxed learning environment. Additionally, podcasts offered valuable access to expert speakers, modelling clinical reasoning skills, and fostering connections with senior doctors. Discussion: Trainees actively use podcasts as informal learning tools to supplement their education. The flexibility and enjoyment offered by podcasts support self-directed, continuous learning. Despite regular use, and evidence of their integration internationally, they remain absent from the regional speciality school curriculum. This highlights a missed opportunity for formal recognition, integration and guidance. Conclusions: Podcasts are a valued but under-recognised educational resource amongst postgraduate trainees. There is demand for their formal inclusion in Continuing Professional Development (CPD) and for educator-endorsed recommendations tailored to training stages.
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