Podcasts in health education—Insights from a scoping review and survey

Abstract

Podcasts have rapidly emerged as a powerful tool for health communication, especially since the COVID‐19 pandemic. While evidence shows that podcasts can enhance student knowledge, confidence, and flexibility in learning, their educational impact is primarily studied within formal academic contexts. Despite their popularity and potential, little is known about how bioscience‐focused health podcasts engage broader audiences beyond structured health education programs. Limited research examines who listens, why they choose podcasts, and how this format influences their learning or behavior. To address this, we used a mixed‐methods approach comprising a scoping review and an exploratory online survey. The scoping review, following PRISMA guidelines, identified 14 eligible studies published between 2008 and 2024. The survey, distributed via social media and Dr. Matt & Dr. Mike's Medical Education Podcast, captured responses from 226 participants—predominantly aged 25–34 and mostly from the USA—with two‐thirds enrolled in health programs. Participants cited access to expert insights, enjoyment, and the ability to multitask as key reasons for podcast use. Content relevance and presenter expertise were rated the most important factors when selecting a health podcast. The preferred episode length was 30–60 min. On average, participants rated the impact of podcasts on their health knowledge at 4.22 out of 5, with 58% reporting changes in health‐related behaviors. These findings suggest that podcasts offer a flexible, engaging way to communicate bioscience‐focused health content and support learning across diverse audiences. Educators should consider listener motivations and preferences when integrating podcasts into educational practice.

INTRODUCTION

Since the COVID‐19 pandemic, experts have increasingly embraced digital tools to communicate specialized content with broad audiences. Notably, podcasting has emerged as one of the most popular platforms for this purpose. The global podcast audience has expanded from approximately 274.8 million listeners in 2019 to over 464 million in 2023, representing a growth of nearly 60%. ¹ Health‐related podcasts have seen a substantial increase in listenership, with Spotify—recognized as a leading podcast platform—reporting a 123% year‐on‐year increase in streams. ² This growth reflects the interest of not only health students and established health professionals, but also lay audiences, utilizing podcasts as both formal and informal educational resources.

Numerous studies have examined health science podcasts when used as educational tools in formal academic settings. These studies have reported on podcasts ability to offer flexible and accessible content to students, while enhancing student perceived knowledge, boosting listener confidence, and improving post‐test scores in students that incorporate podcasts into their formal learning. ^{3 , 4 , 5} Importantly, health educators can use podcasts to reach audiences beyond their immediate student cohorts, connecting with learners globally and democratizing access to traditionally complex topics. Yet, few studies have examined the listenership of health podcasts outside formal student audiences, such as the general public.

This paper is a mixed‐methods exploration of how health science podcasts are utilized to engage and support a broad audience of learners. It has two key components:

1. Conduct a thematic analysis of a scoping review examining how bioscience‐content related podcasts are used to promote health and medical education, and

2. Present the results of an online survey targeting listeners of a popular health science podcast to examine listener engagement, motivations, and preferences for health science podcasts.

These two components will be integrated to offer practical insights for educators, drawing from the experiences of the authors (MB and MT) and hosts of ‘Dr Matt & Dr. Mike's Medical Podcast’—a bioscience podcast that has garnered over 2.1 million downloads in the past two years.

MATERIALS AND METHODS

Literature review

A scoping review was performed to identify available literature for bioscience content in health and medical education using podcasting. This scoping review adhered to the 2020 Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines. Implementing these guidelines, as outlined by Page et al., ⁶ facilitated a transparent account of the identification and selection processes for the studies (Figure 1).

FIGURE 1.

PRISMA flow diagram of search outcomes.

Search strategy

The search strategy was devised in collaboration with the authors between August 2024 and September 2024 and included searches from three electronic databases: Embase, PubMed, and ERIC. Following Joanna Briggs Institute recommendations, Medical Subject Headings (MeSH) terms and keywords Boolean operators (AND, OR) were utilized to ensure a comprehensive and objective‐focused search to identify relevant literature. ⁷ The search terms were as follows: Podcast, podcasting, anatomy, physiology, histology, embryology, pathology, pathophysiology, pharmacology, genetics, biochemistry, microbiology, health education*, medical education*. No limit was imposed on the year of publication for the search. The bioscience terms were purposefully selected to reflect the core topics regularly covered in Dr. Matt & Dr. Mike's Medical Podcast. This alignment ensured that the search strategy captured literature most relevant to the podcast's content focus, while also establishing a conceptual link to the second part of the study, which explores how audiences/listeners engage with bioscience content through podcasts.

Study selection process

The research team developed and revised the inclusion and exclusion criteria (Table 1) for literature selection and devised a dual‐phase approach to reviewing and selecting the studies. Duplicate studies were excluded using the Covidence software. Studies meeting the inclusion and exclusion criteria were earmarked for the second phase, during which the research team obtained full texts of potential studies and evaluated their eligibility against the inclusion criteria (Figure 1).

TABLE 1.

Scoping review's eligibility criteria.

Inclusion criteria	Exclusion criteria
Peer‐reviewed research	Abstract‐only articles, reviews, conference presentations
Primary research published in English	Duplicated studies
No limit on the year of publication	Non‐bioscience related studies

Data extraction and analysis

The primary researcher extracted data from eligible studies and reviewed it for accuracy alongside a second independent researcher. Key items for data extraction were the authors' names, publication date, published country, study aims, and main study outcomes (Table 2).

TABLE 2.

Literature review extraction table.

Authors & Year	Country	Participants	Aim of study	Main findings
Patasi et al. [8]	Canada	Medical students Year 1/2 studying anatomy	Assess the impact and plausibility of the curricular podcast integration	92% of respondents found the podcasts very helpful for self‐paced learning; 89% rated podcasts as an excellent study resource for anatomy; 79% used them for exam preparation
Xiao [9]	Australia	Health science students Year 1 neuroanatomy & Year 3 visceral anatomy	To determine the efficacy of a multimedia anatomy group assignment in anatomy curricula, how the format influenced student performance, and assess students' perceptions of the assignment's impact on skill development	Most students (70%–80%) agreed that the multimedia group assignment helped their teamwork skills. 2.9% of students in neuroanatomy and 5.6% in visceral anatomy chose podcast presentations
Jalali et al. [10]	Canada	Medical students Year 1 studying anatomy	To assess the utility of podcasting as an educational tool for undergraduate medical students studying anatomy	92% of students completed the questionnaire, with 73% reporting they listened to the podcasts. Of those, 33% listened twice, 15% three or more times, and 67% listened to the entire podcast; those who did not listen to the podcasts cited a lack of time, adherence to traditional study habits, and sufficient delivery via lectures. Students unanimously agreed that the podcast length was optimal, and 93% were satisfied with the content, with most viewing the podcasts as a valuable educational tool
Beylefeld et al. [11]	South Africa	Medical students Year 1 studying histology	To evaluate the acceptability of podcast learning by determining whether students independently used the podcast as a learning tool, their satisfaction with it as a supplementary resource, and its impact on their academic performance	86% of English speakers and 87% of Afrikaan respondents found the podcast learning experience meaningful. 71% wanted the podcast method used in other modules. Most students found the podcast exciting, enjoyable, and stimulating. Both English‐ and Afrikaans‐speaking students believed podcasts could improve comprehension, marks, and attitudes toward histology. 77%–88% of students were satisfied with the podcast's influence on preparation quality and time. 80% of English and 79% of Afrikaans students believed the podcasts could shorten preparation time. 88% of Afrikaans and 77% of English students felt podcasts would help them be better prepared for class. However, 18% of respondents saw the podcasts as an unnecessary gimmick. Only 40% of English speakers and 34% of Afrikaans preferred auditory learning over visual learning. Despite using podcasts, 65% of English speakers and 78% of Afrikaans speakers still wanted access to lecturers' notes. Statistical analysis showed that students' positive experiences with podcasts correlated with better academic performance. Students scored significantly higher on the muscle tissue question (which had a supplementary podcast resource) compared to other histology questions on epithelium and connective tissue (with no podcast resource). Specifically, the average mark for the muscle tissue question was 84%, compared to 68% for epithelium and 70% for connective tissue
Back e al. [12]	Germany	Medical students Studying Orthopedics	To evaluate differences in the gain of knowledge and appreciation of students when learning only with podcasts versus book texts for orthopedics	Both groups showed a significant increase in knowledge between the pre‐test and post‐test, with the podcast group performing significantly better than the text group in the post‐test. Initially, students viewed podcasts neutrally and textbooks positively, but podcasts received higher ratings for comprehensibility, teaching efficacy, and enjoyment after use
Skadorwa [13]	Poland	Medical students Studying anatomy	To evaluate an audio podcast specifically designed for first‐year medical students as an innovative and optional component of the human anatomy course, using a cross‐sectional survey approach.	With 45% listenership and a 35.9% survey response rate, students provided feedback on engagement, content, technical aspects, and future use. Most preferred 15–20 min episodes, clinical content, and a monologue format. Engagement correlated with higher content and technical ratings, though listenership declined over time, stabilizing at 33%. Nearly 79% supported podcasts in the curriculum, and 68.8% found it helpful for exams. Students valued clinical applications, historical insights, and requested more functional anatomy content. Technical quality was rated 4.64/5
Scutter et al. [14]	Australia	Medical radiation students Studying anatomy	Investigate how students used course‐integrated podcasts	A total of 90 lectures were podcasted. Of the 80 students who responded to the questionnaire (50% cohort), 64 had accessed a podcast lecture. Among these, 33 students felt that listening to the podcasts had improved their learning “a little,” while 37 believed it had improved their learning “a lot.” Additionally, 75% of respondents indicated they were more likely to skip a lecture if they knew it would be podcasted. 60% of students reported that they always or sometimes listened to the podcast when they could not attend the lecture. The primary reasons for engaging with podcasts included clarification of lecture material, learning by listening, exam revision, and replacing lecture attendance
Chibabhai et al. [15]	South Africa	Medical students, medical professionals. Microbiology & infectious diseases (ID)	Develop a podcast covering microbiology and ID topics, including diagnostic dilemmas, antibiotic advice, and infection control and management challenges. Focus on relevance to students and busy practitioners, particularly in low‐ and middle‐income countries (LMICs)	A survey of 185 medical professionals and students found that 74.1% were interested in regularly listening to a Microbiology and ID podcast, guiding episode release timing, length, and themes. By 01 August 2023, Microbe Mail had released 39 episodes featuring 35 expert guests, with 8153 unique listeners and 14,817 downloads, primarily from South Africa (54.8%), the USA (17.1%), and the UK (4.2%). The podcast expanded its reach through social media (1754 followers
Hoenig et al. [16]	USA	Health students studying renal physiology	The Channel Your Enthusiasm Podcast was created as a companion to the Clinical Physiology of Acid–Base and Electrolyte Disorders textbook, aiming to capture its essence and enhance engagement with its content	The Channel Your Enthusiasm has gained significant traction, attracting over 3200 listeners from 45 countries, nearly 250,000 plays, and more than 15,700 h of listening. The American Society of Nephrology recognized the podcast in the 2022 Innovation in Kidney Education Contest, highlighting its impact on the nephrology education community. While it fosters curiosity and self‐reflection by applying renal physiology to clinical scenarios, there is no direct evidence of its efficacy in improving listener knowledge
Loeb et al. [17]	USA	Public & patients with prostate cancer	To develop the first podcast series on prostate cancer genetics and evaluate its perceived usefulness among the general population and prostate cancer patients. Additionally, the study aims to assess the podcast's acceptability to lay health consumers and its effectiveness in increasing knowledge on the topic	The study included 257 U.S. adults, with 100 prostate cancer patients and 157 from the general population. Participants across all groups found the podcast useful, relevant, satisfactory, and easy to use, with an overall perceived usefulness score of 5.6 out of 7. Secondary endpoints were also positive, with mean scores of 5.6 for relevance, 5.8 for satisfaction, and 5.9 for ease of use. Participants correctly answering 80–100% of questions on prostate cancer genetics, except for one question on hereditary cancer syndromes. Perceived usefulness scores exceeded 5 out of 7 for all podcast episodes (range 5.5–5.7). Additionally, 85% of participants reported a positive attitude toward prostate cancer genetic testing after listening to the series
Pouw et al. [18]	USA	Public, students & health professionals Ophthalmic	To evaluate the demographics, perceived effectiveness, and listener usage, as well as focus on comparison of the podcast to other resources and the benefit of using the podcast for wellness. Also report listener usage metrics	The podcast, launched in 2019, accumulated over 422,000 downloads by September 2021, averaging 4442 downloads per episode. Between September 2019 and August 2021, the podcast had 378,900 downloads across 110 countries, with the highest engagement in the U.S. A survey of 209 eligible respondents, primarily ophthalmology residents (60.3%), found that most listeners used the podcast while commuting (81.3%) or exercising (22.5%). The majority (63.2%) felt it allowed for more self‐care time, and 99% reported improved knowledge. Respondents felt better prepared for board exams after using the podcast, with median confidence scores increasing from 50 to 70. Compared to other educational resources, podcasts ranked just below question banks but were rated more helpful than articles and lectures, with no significant difference compared to textbooks
Majumdar et al. [19]	USA	Public Disease health information	Explored participants' understanding of their health condition, their preferences for receiving health communications, and their interest in receiving clinical trial results across several therapeutic areas	Of the 5653 participants screened, 737 (13%) were eligible and received the survey, and 449 (60.9%) completed it. Healthcare providers were the most preferred source of health information (59%), followed by Internet searches (11%), while social media (5%), friends and family (3%), and email newsletters (2%) were the least preferred. Participants preferred multiple formats for receiving information, with online reading (33%), videos (28%), and infographics (27%) being the most favored, whereas printed materials (14%) and audio podcasts (9%) were the least preferred. Preferences varied by demographic factors; individuals with lower education levels preferred graphics and printed materials, while younger participants favored videos, graphics, and audio more than older participants, who ranked these formats lower
Wolpaw et al. [20]	USA	Medical students & medical professionals Pathophysiology & physiology	Examine the effectiveness of podcast learning by using electroencephalography (EEG) to measure learner attention, in addition to test performance, task load, and preferences	Of the 65 participants, 61 (11 residents and 50 medical students) were included in the final analysis, with six excluded due to corrupted EEG recordings. For knowledge retention, participants who listened to the podcast while seated or walking performed significantly better than those who read a book chapter on allergic response and liver physiology in the immediate post‐tests. Retention at four weeks remained higher for podcast listeners in the allergic response topic but not for liver physiology. EEG attention network activation scores showed no differences between learning conditions for alerting, orienting, or executive attention. Participants preferred podcast‐based learning over reading a book chapter across all content areas. Podcasts were rated more favorably when seated or walking, with reading perceived as requiring a higher cognitive load
Heltne et al. [21]	Norway	Medical students studying renal physiology	Assess their preferred learning resources and study time dedicated to renal physiology	‘The Renal Pod’, a locally produced renal physiology podcast, was popular across grades. Interestingly, students who listened to all episodes once achieved higher exam scores than those who listened to only some episodes, reflecting a strategic approach to podcast use

Survey questionnaire

Research design

This study employed an exploratory design with convenience sampling, utilizing an online survey questionnaire distributed on social media and advertised on the Dr. Matt and Dr. Mike's Medical Podcast. This podcast, hosted by the authors (MT and MB), has publicly released biweekly episodes covering bioscience content since 2017. The complete listener demographics (accessed from the analytics dashboard of the podcast hosting platform ‘acast.com’ and streaming platform ‘spotify.com’) covering March 2023—March 2025 are available in Table 3. Before finalizing the survey questionnaire, the investigators conducted a rapid literature review to ensure the questions were relevant and impactful. The survey aimed to gather data on participants' motivations, preferences, habits, and the perceived impact of podcasts on health education.

TABLE 3.

Podcast listener demographics* of Dr. Matt & Dr. Mike's Medical Podcast. *Shading indicates demographic data obtained from spotify.

Country	Downloads	Platform	Downloads	Spotify	% of total
United States	801,490	Apple Podcasts	1,297,381	Age.
Australia	438,496	Spotify	1,297,381	0–17	1.10
United Kingdom	343,442	Google Podcasts	39,038	18–22	16.70
Canada	133,998	Unknown	28,364	23–27	23.90
New Zealand	45,970	Chrome	13,875	28–34	25.70
Saudi Arabia	29,296	Overcast	13,659	35–44	18.70
India	22,063	CastBox	13,329	45–59	11.20
Ireland	21,711	Podbean	11,943	60+	2.60
Germany	18,550	Pocket Casts	10,549	Unknown	0.10
Philippines	15,107	Podcast Addict	9115
South Africa	14,158	Amazon Music	8181	Gender
Sweden	12,404	iHeartRadio	4952	Female	63.70%
Netherlands	11,036	Chromecast device	3745	Male	33.00%
Denmark	10,954	YouTube Music	3289	Not specified	2.30%
Nigeria	9009	Undefined Android podcast apps	2348	Non‐binary	1.00%
Norway	9019	Apple Podcasts (Watch)	2222
Japan	8376	Player FM	1995
Egypt	6735	Safari	1942
United Arab Emirates	6496	AntennaPod	1799
Other	176,561	Other	11,821
Total	2,134,871

Participants

The survey targeted three main listener groups:

1. Health Students: Individuals currently enrolled in healthcare‐related educational programs.

2. Health Professionals: Individuals employed in a healthcare‐related profession.

3. Lay Audience: Individuals with no formal health education training.

Data collection

An anonymous online survey was distributed via social media and advertised on Dr. Matt and Dr. Mike's Medical Podcast. The survey remained open for four weeks and was administered via Microsoft Forms. It included closed‐ended, open‐ended, and five‐point Likert scale questions (Table 4).

TABLE 4.

Survey questions.

Survey section	Question	Answer options
Section 1: Demographics	Q1. What is your age?	Single select: Under 18; 18–24; 25–34; 35–44; 45–54; 55–64; 65–74; 75 or older
	Q2. What is your gender?	Single select: Female; Male; Non‐binary; Prefer not to say
	Q3. What is your country of podcast download?	Open‐ended
	Q4. What is your highest level of education completed?	Single select: Primary School certificate; Secondary school certificate; post‐secondary (less than Bachelor's degree); Bachelor's degree; Post‐graduate (less than doctorate); Doctorate degree
	Q5. Are you currently enrolled in a health or allied health program of study	Yes or no
	Q6. If yes, please specify your program and year	Open‐ended
	Q7. Are you currently employed as a health or allied healthcare professional	Yes or no
	Q8. If yes, please describe your profession	Open‐ended
Section 2: Podcast Motivations	Q9. What are your main reasons for choosing podcasts to learn about health topics?	Select all that apply: Convenience; ability to multitask; preference for audio over other forms of learning; enjoyment of podcast format; access to expert opinions and insights; variety of topics; other (open‐ended)
	Q10. How important are the following factors in your decision to listen to a health education podcast?	Likert Scale (Rate on a scale of 1–5, where 1 = Not Important and 5 = Very Important): Content relevance; presenter expertise; audio quality; length of episode; episode frequency; entertainment value
	Q11. In your opinion, why do podcasts appeal to you as a method for learning health information?	Open‐ended
Section 3: Podcast Preferences	Q12. How long are your typical podcast listening sessions?	Single select: <30 min; 30–60 min; 1–1.5 h; 1.5–2 h; >2 h
	Q13. How many health‐related podcasts do you regularly listen to?	Single select: 1; 2–3; 4–5; >5
	Q14. What health‐related podcasts do you listen to?	Open‐ended
	Q15. What factors influence your choice of health‐related podcasts? (e.g., host expertise, topic relevance)?	Open‐ended
	Q16. What additional material would you like to be provided with the podcast?	Select all that apply: Visual aids, links to supplementary material, available in video form, show notes, other (open‐ended)
	Q17. How do you feel about the use of medical jargon or complex terms in health education podcasts?	Single select: I find medical jargon confusing and prefer it to be minimized; I don't mind some medical jargon as long as it is explained clearly; I am comfortable with medical jargon and prefer detailed explanations; I enjoy learning new medical terms and complex concepts; other (open‐ended)
	Q18. What content styles make a podcast more engaging for you (e.g., interviews, case studies)?	Open‐ended
	Q19. What podcast length do you find most effective for learning?	Open‐ended
Section 4: Podcast Engagement	Q20. Do you do any of the following while listening to podcasts?	Select all that apply: Take notes; discuss with peers; conduct further research on the topic; share interesting points on social media; listen while doing other activities; relax and listen without multitasking; use the information for professional development or study; other (open‐ended)
	Q21. In what ways have health education podcasts helped you apply knowledge in your academic or everyday life?	Open‐ended
	Q22. What motivates you to continue listening to health education podcasts?	Open‐ended
	Q23. What do you think is missing in the current landscape of health podcasts?	Open‐ended
Section 5: Podcast Effectiveness	Q24. How effective do you find podcasts in enhancing your understanding of health topics compared to other learning resources (e.g., textbooks, videos, lectures)?	Open‐ended
	Q25. How would you rate the overall impact of podcasts on your health knowledge and understanding?	Likert Scale: (Rate on a scale of 1–5, where 1 = No Impact and 5 = Significant Impact)
	Q26. Have you ever changed any health‐related behavior or practice after listening to a podcast?	Yes or no
	Q27. If yes, please describe the change and the podcast that influenced it	Open‐ended
Section 6: Final Thoughts	Q28. What improvements would you suggest for health education podcasts to serve your learning needs better?	Open‐ended
	Q29. Is there anything else you would like to share about your experience with health education podcasts?	Open‐ended

Survey components

Data was collected on survey participants' demographics, including age, gender, educational background, and current enrolment status (Table 5). Information on listener habits, such as the frequency of listening, preferred times for listening, and ideal episode duration, was gathered. The study also explored listeners' motivations for selecting podcasts as a source of health‐related information, focusing on factors like accessibility, convenience, entertainment, and educational value. Preferences for podcast features that enhance learning were examined, including format, the use of visual aids, and the host's expertise. Finally, engagement levels were assessed by looking at how listeners participated in the learning process during podcasts, such as taking notes, discussing podcast content with others, or applying the knowledge gained from the episodes.

TABLE 5.

Survey respondent demographics.

Age (years)	<18	18–24	25–34	35–44	45–54	55–64	>65
# (%)	5 (2.2)	44 (19.5)	73 (32.3)	51 (22.6)	27 (11.9)	16 (7.1)	10 (4.4)
Gender	Female	Male	Non‐binary	Did not disclose
# (%)	142 (62.8)	80 (35.4)	2 (0.9)	2 (0.9)
Geographic Location	United States	Australia	United Kingdom	Canada	New Zealand	Pakistan	Other
# (%)	75 (33.2)	63 (27.9)	20 (8.8)	16 (7.1)	9 (4)	3 (1.3)	40 (17.7)
Highest Level of Education	Primary School	Secondary School	Post‐Secondary School	Bachelor's Degree	Post‐Graduate	Doctorate Degree
# (%)	2 (0.9)	30 (13.3)	54 (23.9)	79 (34.9)	51 (22.6)	10 (4.4)
Current Enrolment in Health program	No Enrolment	Nursing/Midwifery	Medicine/Medical Science	Allied Health *	Other **
# (%)	87 (38.5)	46 (20.4)	42 (18.6)	37 (16.4)	14 (6.1)
Employment in Healthcare	No Employment	Nursing +	Paramedicine ++	Physical Therapy +++	Technician	Physician	Other ++++
# (%)	129 (57.1)	30 (13.3)	14 (6.2)	5 (2.2)	5 (2.2)	4 (1.8)	39 (17.2)

^*Physiotherapy, Nutrition, Paramedicine, Dentistry, Physician Assistant, Pharmacy, Psychology, Osteopathy, Chiropractic, Kinesiology, Health Science.

^**Science, Health Administration.

⁺ Registered Nurse, Enrolled Nurse, Nursing Assistant, Nurse Practitioner.

⁺⁺ Paramedicine, Emergency Medical Technician.

⁺⁺⁺ Physiotherapy, Massage Therapy, Acupuncture.

⁺⁺⁺⁺ Education, Medical Sales, Pharmacy, Phlebotomy, Nutrition, Dentistry, Fitness.

Data analysis

Quantitative data were summarized using descriptive statistics, and qualitative data were analyzed using a simple content analysis. One investigator reviewed qualitative responses to identify key themes related to participants' perceived value of the podcasts. A second investigator reviewed these findings to reduce bias and confirmed that the analysis accurately reflected the original data. NVivo software was used to qualitatively analyze the open‐ended survey responses, allowing for systematic coding and identifying emerging themes. A Mann–Whitney U test was conducted to examine whether the perceived importance of various podcast features differed between two participant groups (i.e., currently enrolled in a health‐related program vs. no enrolment; currently employed in a health‐related field vs. no employment; health affiliation (combined health program enrolment and health employment) vs. no health affiliation).

Ethical considerations

Ethical approval for the study was obtained by the Human Research Ethics Committee at Griffith University (GU Ref No: 2024/486). An information sheet was attached to the survey link, and submission of the completed survey was considered as providing informed consent. The confidentiality and anonymity of participants were protected throughout the study. Participants were informed of their right to withdraw at any time without any obligation. Only the research team could access the collected data securely stored within Griffith University's research repository.

RESULTS

Literature review

Characteristics of studies

The studies included in this review range from 2008 to 2024, with research conducted in various countries, including the USA, Poland, Germany, South Africa, Norway, Canada, and Australia. The participant populations from the 14 studies were diverse, spanning medical students, health science students, medical professionals, and the general public. Medical students, comprising the majority of participants, used podcasts for their anatomy (three distinct groups) and histology studies, as well as those specializing in orthopedics. Additionally, health science students engaged with podcasts for their neuroanatomy and visceral anatomy studies. Beyond anatomy‐focused content, students and professionals engaged with microbiology and infectious diseases, renal physiology, and broader topics in pathophysiology and physiology. Medical professionals accessed podcasts related to both microbiology and infectious diseases, as well as physiology and pathophysiology. Podcasts also reached non‐professional audiences, with public engagement evident in addressing disease‐related health information and patients with prostate cancer.

Qualitative themes from studies

Podcasts to support engagement and self‐paced learning

Patasi et al. ⁸ explored podcasts as a supplementary resource to enhance learning. Their findings indicated that 92% of students found the podcasts “very helpful for self‐paced learning”, and 89% rated the podcasts as an excellent resource for studying anatomy. Similarly, Scutter et al. ¹⁴ found that the ability to revisit podcast content was highly beneficial, particularly for reinforcing complex terminology. The on‐demand nature of podcasts helped students, particularly with pronouncing unfamiliar anatomical terms. Jalali et al. ¹⁰ reported that podcasts helped listeners review content, clarify key concepts, and support self‐paced learning, with 67% suggesting that incorporating a session addressing ‘Frequently Asked Questions’ would further enhance their utility. Beylefeld et al. ¹¹ found that most students enjoyed the podcast learning method, describing it as exciting. Their positive experience with podcasts was reflected in improved academic performance, reinforcing the utility of podcasts as an engaging and effective learning tool. Chibabhai et al. ¹⁵ found that 74.1% of surveyed medical professionals and medical students were interested in regularly listening to a microbiology podcast, highlighting the demand for self‐paced learning opportunities. Heltne et al. ²¹ observed a strong student preference for increased access to podcast‐based learning across all academic performance levels, with 95.8% of students expressing support for broader availability of podcast resources.

Beyond formal education, podcasts have also been recognized as valuable tools for public engagement and health information. A study by Loeb et al. ¹⁷ involving 257 adults, including healthcare professionals and members of the general public, found that podcasts were widely perceived as useful, relevant, and easy to use. Participants rated their perceived usefulness at an average of 5.6 out of 7, with high satisfaction (5.8) and ease of use (5.9) scores. Notably, individuals with lower health literacy still found podcasts beneficial for improving their understanding of key health topics, including prostate cancer genetics. A study by Mujumda et al., ¹⁹ on the health information preferences of the public, found that podcasts were ranked among the least preferred formats overall; however, younger participants showed a higher preference for videos and podcast content.

Podcasts to enhance learning and knowledge

Scutter et al. ¹⁴ study found that 51% of students believed podcasts had improved their learning “a little,” while 58% reported that podcasts had enhanced their learning “a lot.” Similarly, Patasi et al. ⁸ found that 79% of students embraced podcasts for their examination preparation. Skadorwa ¹³ also demonstrated that students found podcasts beneficial for exam revision, with many listening to podcasts during exam preparation to enhance comprehension of difficult or complex topics. Students expressed that hearing the lectures again helped solidify the material, with 69% responding positively to the suitability of podcasts for passing final exams. In an RCT study by Back et al., ¹² students who utilized podcasts showed significantly higher knowledge gains than those who relied solely on textbooks. Xiao ⁹ further supported the educational value of podcasts, highlighting that integrating digital modalities like podcasts into assessments allowed students to develop and apply their digital literacies of anatomy knowledge, thereby promoting learning outcomes. Jalali et al. ¹⁰ emphasized the effectiveness of podcasts alongside PowerPoint slides, which allowed students to engage with content through two different modalities, optimizing working memory and enhancing learning efficiency. Wolpaw et al. ²⁰ studied medical residents and students and found that knowledge retention in participants who listened to the podcast while seated or walking performed significantly better than those who read a related book chapter.

Loeb et al. ¹⁷ stated that members of the general public correctly answered all three knowledge questions after they listened to five podcast episodes on prostate cancer genetics. Accuracy rates ranged from 80% to 100%, indicating strong knowledge retention and the effectiveness of podcasts in conveying key concepts related to prostate cancer genetics to the public.

Convenience and accessibility of podcasts

Skadorwa ¹³ analyzed student engagement and found that most students preferred to listen during non‐university hours. Scutter et al. ¹⁴ showed that students commonly listened to podcasts while commuting to university or performing other activities, such as household chores. Despite the educational nature of the podcast content, students often perceived it as a form of relaxation. ¹³ Jalali et al. ¹⁰ highlighted a key benefit of podcasts as a form of asynchronous learning—enabling students to manage their study schedules and maximize flexibility, providing them access on demand without time restrictions. Furthermore, the ability to select specific podcast topics based on their learning needs allows for a more personalized approach—empowering students to choose the content that best suits their learning objectives and time investment. Pouw et al. ¹⁸ found most surveyed listeners (209), including the general public, used their podcast while commuting (81.3%), though almost a quarter listened while exercising (22.5%), and a majority (63.2%) felt the podcast increased the time they could spend on self‐care. Similarly, Wolpaw et al. ²⁰ found most participants (69%) also reported using podcasts while commuting, exercising, or doing chores around the house.

Technical aspects of podcast delivery

In Skadorwa's ¹³ study, the highest negative response from students related to the technical evaluation of the podcast, specifically regarding poor audio quality. Similarly, Scutter et al. ¹⁴ identified poor sound quality as the most reported issue among students listening to podcasts. Both Skadorwa ¹³ and Jalali et al. ¹⁰ found that students generally preferred podcast episodes to be between 15–20 min in duration.

Demographics of podcast listeners (Dr. Matt & Dr. Mike's Medical Podcast)

Over a two‐year period, episodes of Dr. Matt & Dr. Mike's Medical Podcast were downloaded 2,134,871 times across 195 nations, with detailed listener demographics and access patterns summarized in Table 3. The top 5 countries by number of downloads—United States, Australia, United Kingdom, Canada, and New Zealand—accounted for 83% of total downloads. Listeners accessed podcast episodes through over 50 different streaming platforms and websites, with Apple Podcasts and Spotify being the most frequently used (collectively representing 93.4% of all access). According to Spotify data, most listeners are under 35 years of age (67.4%), with the single largest age group being 28–34 years (25.7%). Gender distribution showed that 63.7% identify as female, 33% as male, 2.3% not specified, and 1% as non‐binary (Table 3).

Survey questionnaire

Demographics of surveyed participants

A total of 226 participants completed the survey questionnaire, with more than half (54%) of the respondents under the age of 35 years, as detailed in Table 5. The predominant age groups were 25–34 years (32.3%, n = 73) and 35–44 years (22.6%, n = 51). The gender distribution showed that 62.8% (n = 142) of participants identified as female, whereas 35.4% (n = 80) identified as male. Two respondents identified as non‐binary, and two preferred not to disclose their gender. The survey indicated that participants downloaded health podcasts from various countries. The highest proportion of respondents came from the United States (33.2%, n = 75), followed by Australia (27.9%, n = 63) and the United Kingdom (8.8%, n = 20). Smaller groups were from Canada (7.1%, n = 16), New Zealand (4.0%, n = 9), and Pakistan (1.3%, n = 3). Respondents from 29 other countries across Africa, Asia, Europe, and South America were represented.

The highest reported level of education completed by respondents (34.9%, n = 79) was a bachelor's degree, followed by Post‐Secondary Qualifications (23.9%, n = 54) and Post‐Graduate Qualifications (22.6%, n = 51). Most participants (61.5%, n = 139) indicated they were currently enrolled in a health or allied health program. Nursing was the most frequently reported field of study (20.4%, n = 46), followed by Medicine or Medical Science (18.6%, n = 42). 16.4% (n = 37) of participants were enrolled in an Allied Health program, which encompasses areas such as Physiotherapy, Nutrition, Paramedicine, Dentistry, Physician Assistant Studies, Pharmacy, Psychology, Osteopathy, Chiropractic, Kinesiology, and Health Science. There were 87 participants (38.5%) not enrolled in any health or allied health program. The survey indicated that 42.9% (n = 97) of participants were employed in health or allied healthcare roles, while 57.1% (n = 129) were not currently working in healthcare, with 1.8% (n = 4) not responding. Among those employed, the most represented profession was nursing (13.3%, n = 30). Further details of participant demographics can be found in Table 5.

Motivation—The appeal of health podcasts

The analysis of responses highlights several key factors influencing participants' choices when selecting podcasts for learning about health topics (Figure 2). It is important to note that participants could choose multiple relevant answers when addressing the question: What are your main reasons for choosing podcasts to learn about health topics? Convenience emerged as a significant motivator, with 56.6% of participants (n = 128) selecting it as a factor, suggesting that podcasts' accessibility plays a crucial role in their decision‐making. Furthermore, 63.3% (n = 143) of respondents emphasized their ability to multitask while learning as a common practice during podcast engagement. In contrast, only 36.3% (n = 82) preferred audio over other learning formats, indicating that while audio is a viable option, it may not be the primary choice for many. The enjoyment of the podcast format is also noteworthy, with 61.1% (n = 138) of participants reporting they listen to podcasts mainly because they find them enjoyable. Moreover, 70.8% (n = 160) believe that access to expert opinions and insights significantly influences their listening choices, making it the most influential factor among the participants. Additionally, 52.7% (n = 119) of respondents appreciate the variety of topics available in podcasts, indicating that diverse content contributes to their listening habits. When asked What motivates you to continue listening to health education podcasts? NVivo analysis found that ‘learning’, ‘knowledge’ and ‘information’ (Figure 3) as the most frequently reported responses. Overall, access to expert insights stands out as the primary factor affecting podcast selection, while the ability to multitask while learning and enjoyment also play essential roles in participants' motivations for choosing podcasts to learn about health topics.

FIGURE 2.

What are your main reasons for choosing podcasts to learn about health topics?

FIGURE 3.

What motivates you to continue listening to health podcasts?

Audience preferences—Listener priorities in choosing health podcasts

The relative importance of different factors when choosing a health education podcast was rated on a scale (Likert) from 1–5, where 1 = not important and 5 = very important (Figure 4). The factors included Content Relevance, Presenter Expertise, Audio Quality, Length of Episodes, Frequency of Episodes, and Entertainment Value. The analysis reveals that Content Relevance is a crucial factor for listeners, with 75.2% of participants (n = 170) rating it as very important, resulting in a mean of 4.7. Similarly, Presenter Expertise is also highly valued, with 73.9% (n = 167) considering it very important, yielding a mean of 4.67. Audio Quality is essential for the participants, as 45.6% (n = 103) rated it as very important, giving it a mean of 4.2. Finally, the Entertainment Value of podcasts received moderate interest, with 25.2% (n = 57) rating it as very important, yielding a mean of 3.66. Overall, the findings suggest that content relevance and presenter expertise are the most significant factors influencing listeners' decisions to engage with health education podcasts, whereas audio quality and entertainment value also play notable roles but to a lesser extent.

FIGURE 4.

Factors influencing health podcast choice: Mean ratings (rate on a scale of 1–5, where 1 = not important and 5 = very important).

Frequency and length of episodes

Regarding the Frequency of Episodes, only 20.4% (n = 46) of respondents found it very important, resulting in a mean of 3.23, suggesting that while frequency matters, it is less critical than other factors. Length of Episodes shows varied importance, with 21.7% (n = 49) marking it as very important and a mean of 3.37, indicating a moderate level of importance. Most participants (51.8%, n = 117) spent between 30 to 60 min per podcast listening session. 23% (n = 52) of participants reported podcast listening sessions lasting between 1 to 1.5 h, suggesting that some participants are willing to engage for slightly longer periods. Shorter sessions, lasting less than 30 min, were selected by 18.6% (n = 42) of participants, while only a small fraction (3.5%, n = 8) spent between 1.5 and 2 h per session and 3.1% (n = 7) listened to podcasts for >2 h per session. When asked how long are your typical podcast listening sessions?, 70.4% preferred episodes less than 60 min, with 29.6% of respondents preferring podcasts over 60 min.

Quantity of health podcasts consumed

The data showed that half of the participants (50%, n = 113) regularly follow 2 to 3 health‐related podcasts, indicating a preference for maintaining a moderate range of health podcast subscriptions. 23% (n = 52) of participants reported listening to only one health‐related podcast regularly, while smaller proportions follow a larger number, with 13.7% (n = 31) tuning in to 4 to 5 podcasts and 13.3% (n = 30) listening to more than five. Overall, the data suggest that most participants prefer to regularly engage with multiple podcasts, predominantly within the range of two to three.

Additional material

Results showed varying interest among participants asked What additional material would you like to be provided with the podcast?. The most popular response in 65.9% (n = 149) of participants was “Links to supplementary material”, suggesting a strong preference for easily accessible resources to enhance their learning experience. While 45.1% (n = 102) reported “Visual aids” as an additional resource, indicating a keen interest in visual supplements. The response of “Available in video form” was reported by 35.4% (n = 80), demonstrating that videos would be a valuable additional resource for one‐third of participants. Lastly, “Show notes” were relatively well‐received, with 53.5% (n = 121) of participants valuing this additional material, indicating that summaries and key takeaways can be useful for over half of the participants.

Medical jargon

The response of participants' attitudes toward the use of medical jargon in health education podcasts showed a range of preferences. A small proportion (0.9%, n = 2) found medical jargon confusing and preferred it to be minimized, indicating a desire for simpler use of medical terms. 32.3% (n = 73) of respondents stated they were comfortable with jargon as long as it was clearly explained, and another 32.3% (n = 73) expressed comfort with jargon, preferring detailed explanations. This suggests that many participants would like to engage with content that includes advanced medical terms, provided they are well explained. Additionally, 31.9% (n = 72) of participants enjoy learning new medical terms and complex concepts, reflecting their interest in deepening their understanding of medical topics. Overall, these results indicated that while clarity is essential, there was room to include technical medical language in podcasts if it is well contextualized.

Podcast engagement—Listener activities during podcast use

The survey explored the extent to which listeners actively processed and interacted with podcast content. Taking notes while listening was common for 41.6% (n = 94) of participants, as shown in Figure 5. Discussing podcast content with peers was less common, with 28.8% (n = 65) participating in this activity. There was a near‐even split between whether listeners conducted additional research after listening to a podcast, 51.3% (n = 116) or not. A majority, 89.8% (n = 203) of participants, do not share podcast content on social media, with only 10.2% (n = 23) engaging in this activity, suggesting limited social media interaction around the podcast content.

FIGURE 5.

Activities performed while listening to podcasts.

The data indicated the types of activities performed during podcast consumption. Most listeners, 84.5% (n = 191), performed other activities such as exercising and commuting, indicating that podcasts are often consumed while multitasking, making them a convenient and passive learning tool. Meanwhile, 39.8% (n = 90) of participants reported relaxing and listening without multitasking. These numbers suggest that podcasts are a flexible educational tool that can be integrated into daily routines.

Podcast effectiveness—Enhancing knowledge and influencing health practices

Impact on health knowledge

Most participants (83.7%, n = 189) reported that podcasts had a strong impact (Likert score 4) or significant impact (Likert score 5) on their health knowledge and understanding—mean of 4.22. Specifically, 43.4% (n = 98) rated the impact as ‘Strong impact,’ and 40.3% (n = 91) rated it as ‘Significant impact’. A smaller group of participants (14.6%, n = 33) indicated a ‘Moderate impact,’ while only 1.7% (n = 4) responded that podcasts had a ‘slight impact’ or ‘no impact’. This trend suggests that podcasts are perceived as effective tools for enhancing health knowledge.

Health‐related behaviors

In response to the question, Have you ever changed any health‐related behavior or practice after listening to a podcast?, 58.0% (n = 131) answered “Yes”, suggesting that podcasts can effectively influence health behaviors. However, 42.0% (n = 95) reported “No”, implying that the effectiveness may vary depending on factors such as content, engagement, and individual motivations.

Health affiliated listeners compared to the general public

Students vs. non‐student audience

A Mann–Whitney U test was conducted to examine whether the perceived importance of various podcast features differed between participants currently enrolled in a health‐related program and those who were not. Statistical differences were observed for the following, with health students placing significantly greater importance on entertainment value (U = 4952.000, Z = −2.384, p = 0.017), the inclusion of visual aids (U = 4886.500, Z = −2.814, p = 0.005), using podcasts for professional development (U = 5188.500, Z = −2.278, p = 0.023), and podcasts influencing changes in health‐related behavior (U = 4852.000, Z = −2.921, p = 0.003) (Table 6). No significant differences were observed for content relevance (p = 0.200), presenter expertise (p = 0.283), audio quality (p = 0.059), length of episode (p = 0.993), or frequency of episodes (p = 0.281).

TABLE 6.

Significant differences in podcast‐related behaviors and preferences between health and non‐health affiliated participants.

Variable	U	Z	p‐value	Mean rank (yes)	Mean rank (No)
Enrolment in a health program
Entertainment value	4952	−2.384	0.017	121.37	100.92
Number of regular podcasts listened to	5036.5	−2.28	0.023	106.23	125.11
Additional material (visual aids)	4886.5	−2.814	0.005	121.85	100.17
Professional development as a reason for listening	5188.5	−2.278	0.023	119.67	103.64
Change in behaviors due to podcast	4852	−2.921	0.003	122.09	99.77
Employment in health/allied health
Behaviors while listening to podcast: Discuss with peers	5265	−1.989	0.047	119.39	105.81
Behaviors while listening to podcast: Professional development	4974	−2.753	0.006	122.52	103.56
Health affiliation
Behaviors while listening to podcast: Professional development	3338	−3.305	< 0.001	119.53	92.26

Non‐students reported listening to a significantly greater number of regular podcasts than health students (U = 5036.500, Z = −2.280, p = 0.023), with mean ranks of 125.11 and 106.23, respectively.

Health professionals vs. non‐health professionals

Two variables showed statistically significant differences between health professionals and non‐health professionals in their podcast‐related behaviors and preferences. Health professionals were significantly more likely to listen to podcasts for professional development (U = 4974.000, Z = −2.753, p = 0.006). Similarly, they were more likely to discuss podcast content with peers (U = 5265.000, Z = −1.989, p = 0.047) (Table 6).

Health students and professionals vs. general audience

When comparing participants with a health affiliation (i.e., either health students or health professionals) (N = 176) to those without (the general audience) (N = 50), only one statistically significant difference was identified. Health‐affiliated participants were significantly more likely to use podcasts for professional development (U = 3338.000, Z = −3.305, p < 0.001). No other significant differences in podcast‐related behaviors or preferences were observed between the two groups (Table 6).

DISCUSSION

With podcast adoption continuing to rise—evidenced by Spotify's report of a 58% increase in Generation Z (ages 12–24) engagement in the first five months of 2024 compared to the same period the previous year—podcasts offer educators a valuable medium to both engage and educate. ²² This discussion draws on the authors' experiences hosting Dr. Matt & Dr. Mike's Medical Podcast, integrating survey data and findings from a scoping review to provide evidence‐informed recommendations for health science educators. Specifically, it explores how educational podcasts can be designed to connect meaningfully with both health‐affiliated and non‐health‐affiliated audiences.

Why use podcasts?

Effectively using digital technologies, like podcasts, in education requires learners to be engaged and motivated to interact meaningfully with these tools. ⁹ Findings from the survey show that learners are drawn to podcasts primarily for their convenience, enjoyment, and flexibility (allowing choice over timing and topics), rather than a specific preference for the audio format. Most importantly, podcasts provide accessible expert opinions and insights, making them an invaluable resource. This is consistent with previous studies indicating that podcasts increase student engagement and enthusiasm for anatomy topics ¹¹ and are highly rated by students as flexible, self‐paced study aids ⁸ —providing on‐demand learning. In addition to respondents citing convenience (56.6%) and enjoyment (61.1%) as important reasons for choosing health podcasts, they also allow university learners to engage with content outside of university hours and while multitasking. ¹³ This approach suits the contemporary learner, who often needs to balance study with work and family commitments. Dyson et al. (2009) ²³ noted that “passive listening,” particularly when podcasts are simply lecture recordings, often leads to surface learning. However, this finding may not apply to content specifically designed for podcasting. While Skadorwa ¹³ and Scutter et al. ¹⁴ suggest that students may engage passively with podcasts (often listening during non‐university hours or while multitasking), our survey results indicate that this does not necessarily inhibit meaningful learning. For instance, 84.5% of respondents listen to health podcasts while engaged in activities like exercising or commuting, yet 83.7% report that podcasts significantly enhance their knowledge and understanding. This aligns with prior studies, ^{8 , 12 , 13} suggesting that well‐designed podcasts tailored to educational content can foster deeper engagement, even when students are multitasking. Back et al. ¹² demonstrated this effectively in the context of orthopedic anatomy, showing that podcasts were more beneficial for learning than reading a textbook.

Dr. Matt & Dr. Mike's Medical Podcast has been releasing biweekly health science (bioscience) episodes since 2017. In a two‐year period from March 2023 to March 2025, they have garnered more than 2.1 million downloads, reaching a global audience in 195 nations, and spanning all age groups. Out of the United Nations list of 46 Least Developed Countries, the Dr. Matt & Dr. Mike's Medical Podcast has listeners from 29 of them. Podcasts provide a means of democratizing education, allowing educators to reach a broad audience of learners that goes beyond the classroom. While the podcast explicitly produces educational content targeted at aspiring health professionals, the episodes resonate with audiences beyond the target group. This is evidenced by the survey data indicating that close to a quarter of listeners, 22% (N = 50), have no health affiliation (i.e., not a health student or health professional). While much of the literature was unanimous regarding the pedagogical benefits of podcasts for improving student engagement, learning, and promoting knowledge acquisition, ^{8 , 9 , 12 , 13 , 14} there was some evidence that health education podcasts also improved knowledge retention in a general audience. ¹⁷ It would be reasonable to assume that the design of a health education podcast for students would differ from that of one targeted at a general audience. However, the results of the survey do not support this notion. When comparing participant responses related to podcast behaviors and preferences between health‐affiliated participants (i.e., health students and health professionals) and participants with no health affiliation, the only variables of significant difference were that health‐affiliated participants were more likely to use podcasts for professional development and discuss the episode content with their peers. No preference differences were observed for content relevance, presenter expertise, use of medical jargon, need for additional materials, audio quality, length of episode, or frequency of episodes. These findings suggest that when designing educational podcasts intended for a broad audience, educators need not make substantial adjustments for non‐health‐affiliated listeners beyond core pedagogical considerations already applied when developing content for students.

Designing a podcast

When developing a podcast for a broad audience of learners, health communication guidelines would caution against the use of complex terminology. However, survey results show a high degree of receptiveness to medical jargon among all respondent groups (96.5%), with 32.3% even favoring detailed explanations. Learners appear to value both depth and specificity, supported by responses indicating that “relevance of content” (mean of 4.7 out of 5) and “presenter expertise” (mean of 4.65 out of 5) are top priorities. Educators can take encouragement from these findings, as they indicate that audiences highly value expert‐delivered content and are comfortable with technical language.

The design and development of a podcast for bioscience or broader health education should begin with an understanding of the audience's learning needs and preferences. Survey data show that the typical audience for health podcasts is mostly under 35 years old (51.8%), with a large majority (85.8%) having attained formal qualifications beyond secondary school. Additionally, a significant portion (61.5%) is currently enrolled in health or allied health programs. When asked what motivates them to continue listening to health‐education podcasts, words like “learning,” “knowledge,” “information,” and “topics” appeared most frequently (Figure 3). Regarding ideal episode length, nearly 70% of survey respondents preferred health podcasts between 30–60 min, aligning with broader podcasting trends. ²⁴ While global durations vary (<10 min (17%), 10–20 min (15%), 20–40 min (31%), 40–60 min (21%), and >60 min (15%)), the preference for longer episodes within this context likely reflects the audience's use of podcasts as substantial learning resources. Listeners also strongly preferred additional resources to complement podcast episodes, with 65.9% selecting “links to supplementary material” as the most valued additional resource. This indicates that health podcasts are not viewed as stand‐alone resources, but as part of a broader educational toolkit. Studies such as Jalali et al., ¹⁰ further support the idea that combining podcasts with supplementary resources, like visual aids, enhances learning.

Final recommendations

Drawing on their experience hosting Dr. Matt & Dr. Mike's Medical Podcast, the authors (MT and MB) offer several final recommendations for educators looking to create impactful educational podcasts. First, while having a clear plan for the key learning outcomes is important, sticking rigidly to a script can stifle engagement. Aim for a conversational, informal tone—even when discussing complex topics—to create a low‐stakes learning environment where listeners feel like a “fly on the wall” during a discussion they might not normally have access to. Second, keep it fun. Light‐hearted banter, intriguing facts, stories, or even games can make content more memorable and enjoyable. Third, remember that podcasting is often one‐way communication, so look for ways to build community, such as recording Q&A episodes or starting a Facebook or Discord group to encourage listener interaction. Educators may also consider incorporating AI technologies into the podcast development process, including tools for editing, content preparation, transcript generation, and show note production. These tools can enhance the efficiency and accessibility of the podcast, while reducing the time required for production. Finally, invest early in good‐quality audio equipment. Clear, loud sound is essential, but achieving this doesn't have to be expensive—many affordable microphones and interfaces can still deliver professional quality audio. These practical insights, combined with the findings of this study, aim to equip educators with a strong foundation for developing educational podcasts that are both pedagogically sound and broadly accessible.

Limitations

One key limitation of this study was the use of convenience sampling for the survey. Participants were recruited through communication channels associated with Dr. Matt & Dr. Mike's Medical Podcast, resulting in a self‐selected sample that may not represent the broader population of health podcast listeners. This recruitment method likely attracted individuals already familiar with or positively inclined toward the podcast, potentially introducing selection and social desirability bias. Furthermore, the sample was predominantly composed of health students and professionals, which may have skewed the findings toward academic or clinical perspectives, underrepresenting the views of the public. In the scoping review, the bioscience‐related search terms were deliberately aligned with the podcast's content focus, which, while appropriate for contextual relevance, may have limited the generalizability of findings to broader applications of podcasting in health education and public health communication.

CONCLUSION

Globally, learners are adopting podcasts as a flexible and convenient way to supplement their learning. Those who engage with bioscience and health podcasts utilize the platform to clarify their understanding, engage with experts, and build their learning experience. As health educators, it is important to consider the audience, their motivations, and their preferences when adopting podcasts as part of the educational toolkit.

AUTHOR CONTRIBUTIONS

Matthew J. Barton: Conceptualization; methodology; writing ‐ original draft.  Mari Okada: Data curation; formal analysis; writing – original draft. Michael Todorovic: Conceptualization; data curation; formal analysis; investigation; methodology; project administration; writing – original draft; writing – review and editing.

ETHICS STATEMENT

The Griffith University Human Research Ethics Committee approved this study (GU Ref No: 2024/486).

Biographies

Matthew J. Barton, PhD is a senior lecturer in the School of Nursing and Midwifery at Griffith University, Australia and co‐founder of Dr Matt and Dr Mike's Medical Education. His research focuses on the bioengineering of technologies to enhance peripheral nerve regeneration following injury. In addition, his work in medical education explores consumer education and community engagement.\

Mari Okada is an adjunct research fellow at Griffith University, specialising in digital health innovation. With a background in psychology, public health, and digital media, Mari applies design thinking and UX research methods to develop human‐centred digital tools. Current work supports the development and integration of technologies aimed at enhancing clinical communication, streamlining healthcare processes, and improving continuity of care in complex health settings.

Michael Todorovic, PhD is an associate professor of Medicine at Bond University, Australia and co‐founder of Dr Matt and Dr Mike's Medical Education. His research focuses on medical education and how bioscience knowledge supports clinical decision making.

Barton MJ, Okada M, Todorovic M. Podcasts in health education—Insights from a scoping review and survey. Anat Sci Educ. 2025;18:1388–1405. 10.1002/ase.70037