ORCID
0000-0002-9485-0561
Abstract
Podcasts have increased in popularity in the last decade, but description of their use in academic settings is lacking. The purposes of this study were to (1) investigate the difference in student performance on course examinations based on podcast usage and satisfaction and (2) examine the perceptions of educational benefits, usage preferences, and accessibility of podcasts in a clinical examination course in a hybrid Doctor of Physical Therapy (DPT) curriculum. This was a mixed-methods study that utilized a retrospective non-experimental correlational design, and data were collected and analyzed via self-report survey. Participants adopted five podcasts into learning and studying activities. An ANOVA indicated that there was a statistically significant (p = .01) difference in examination performance for podcast usage in the fourth episode, with those who listened more performing better. Level of agreement in podcast satisfaction had little impact on academic performance on examinations. A total of six themes emerged from qualitative analysis: podcasts provided listeners a supplementary study tool, connected the learner to the real world, and allowed convenient listening and multitasking. Listeners noted the experience could be enhanced by an improved streaming platform, preferred shorter-duration podcasts, and recommended podcasts to future cohorts. In a sample of 27 first-year hybrid DPT participants, 100% reported overall satisfaction with podcast content and would recommend them to future cohorts.
