Table 3.
Summary Educational Outcomes
| Citation | Control group (N) | Intervention group (N) | Study design | Outcome |
|---|---|---|---|---|
| Alam et al. [27] (2016) | Podcast only (15) | Podcast and video clips (15), podcast and mental practice (15), podcast, video and mental practice (15) | Pre- and post-training quiz after 1 week | Combined mental practice and modeling group had higher knowledge retention. |
| Alla & Kirkman [28] (2014) | None | Podcast (28) | Pre- and post-training quiz | Correct answer percentage rose in two topics post-podcast (86% to 92% and 69% to 92%). |
| Bensalem-Owen et al. [17] (2011) | None | Podcast (10) | Post-podcast quiz | Mean score increased from 9.5 to 13.4 (of 25 questions). |
| Bhatti et al. [29] (2011) | Lecture (73) | Web-learning with podcast (75) | Pre- and post-training quiz | Podcast group showed significantly more improvement (19.13/25 vs.18.23/25). |
| Evans [20] (2011) | Traditional lecture (historical comparison) | Podcast (129) | Short answer question examination | Mean scores compared from two consecutive academic years (2nd year had podcast as part of curriculum); mean scores of two subjects increased from 34.3/50 to 36.6/50 and 16.5/25 to 19.4/25, and one subject fell from 18.1/25 to 17.4/25. |
| Florescu et al. [30] (2015) | Lecture (21) and control (23) | Podcast (20) | Pre- and post-training quiz | Differences among training groups not significant. |
| Geyer et al. [31] (2008) | Non-podcasted lecture topics (148) | Podcasted lecture topics (148) | Comparison | Students performed better on the questions covered by the podcast than those not covered. |
| Kurien et al. [32] (2013) | None | Podcast (134) | Post-podcast quiz | 28 Students randomly selected to have pre- and post-teaching session quizzes; scores improved from average of 2.75/5 to 4.00/5. |
| O'Neill et al. [33] (2010) | None | Podcast (138) | Pre- and post-podcast quiz | When analyzing all quiz results there was an average increase of 18.5% in the post-podcast quiz, and in all but one quiz series there was an increase in the students' scores in the post-podcast quiz.; 4.94/18 pre-podcast, 6/18 post-podcast. |
| Tigges et al. [34] (2016) | Traditional radiology clerkship (1,492) | Vertically integrated radiology course including podcast components (261) | Computer-based radiology test | No significant difference between virtual clerkship and traditional. |
| Vasilopoulos et al. [35] (2015) | Standard didactic (24) | Podcast (33) | Pre- and post-training quiz | Podcast group had small but significant increase in test scores (mean change 6.21 vs. 5.08); those with more prior podcast experience had larger gains. |