Accepted for/Published in: JMIR Medical Education
Date Submitted: Mar 28, 2021
Date Accepted: May 31, 2021
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
A Tutorial for the Creation of a Student-Run Medical Education Podcast
ABSTRACT
Background:
Podcasting has become a popular medium for medical education content. Educators and trainees at all levels are turning to podcasts for high quality asynchronous content. While numerous medical education podcasts have emerged in recent years, few exist which are student-run. Student-run podcasts are a novel approach to supporting medical students. Near-peer mentoring has been shown to promote medical student personal and professional identity formation. Student-run podcasts offer a new medium to deliver near-peer advice to medical students in an enduring and accessible way.
Objective:
This article describes the creation of the UnsCripted Medicine Podcast (UMP), a student-run medical education podcast at a large public medical school.
Methods:
Planning and preparatory phases spanned six months. Defining a target audience and establishing a podcast mission were key first steps. Efforts were then directed towards securing funding, obtaining necessary equipment, and navigating the technical considerations of recording, editing, and publishing a podcast. In order to ensure high professionalism standards, key partnerships were created with faculty in the College of Medicine (COM).
Results:
The UnsCripted Medicine Podcast has published 53 episodes in its first two years. The number of episodes released per month ranges from 0 to 5 with a mean of 2.0. The podcast has a Twitter account with 217 followers. The show has an average 4.8/5 rating on Apple Podcasts from 24 ratings. The podcast has hosted 70 unique guests including medical students, resident physicians, attending physicians, nurses, physicians’ family members, GME leadership, and educators.
Conclusions:
Medical student-run podcasts are a novel way to support medical student community and foster professional identity formation. Podcasts are widely available and convenient for listeners. Additionally, podcast creators can publish content with low barriers of entry compared to other forms of publishing. Medical schools should consider supporting student podcast initiatives to augment community, facilitate professional identity formation, and prepare the rising physician taskforce for the technological frontier of medical education.
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Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.