Abstract:

Background
Synchronised audio and visual podcasts have emerged as a popular medium for augmenting medical education due to their convenience, the availability of portable media devices and the opportunity to consolidate learning by repetition. Dialogue podcasts involve a conversation between a novice and an expert, offering a novel method of delivering teaching.

Aim
The aim of this study was to evaluate student perceptions of six dialogue podcasts covering orthopaedic learning outcomes on the undergraduate curriculum.

Methods
A questionnaire was distributed to third year medical students immediately after listening to six podcasts. A doctor trained in qualitative research methods carried out a series of semi-structured interviews. Qualitative data was analysed thematically.

Results
20 students participated in the study. The average age of respondent was 23.5 years (MF 13:7). Students felt the dialogue podcasts augmented their learning (4.1), were able to empathise with the novice (3.6) and would like to use them again in the future (4.0) (5=strongly agree). Thematic analysis revealed that dialogue was an important factor, increasing interest and engagement, that they felt empathy with the novice and the questions were set at an appropriate level. Negative themes focused on technical aspects and the visual presentation of content.

Discussion
This qualitative study explored the attitudes of medical students in response to synchronised dialogue podcasts as a teaching medium in medical education. Students found dialogue podcasts engaging, were able to empathise with the novice, and supported their use in augmenting learning. In order to improve the quality of dialogue podcasts developers should focus on the synchronisation of audio and visual content. Further empirical qualitative studies are required to fully assess the potential benefit of dialogue podcasts in medical education.