The Role of Educational Podcast Use Among Otolaryngology Residents

Objective: Medical podcasts are becoming increasingly available; however, it is unclear how these new resources are being used by trainees or whether they influence clinical practice. This study explores the preferences and experiences of otolaryngology residents with otolaryngology-specific podcasts, and the impact of these podcasts on resident education and clinical practice. Methods: An 18-question survey was distributed anonymously to a representative junior (up to post-graduate year 3) and senior (post-graduate year 4 or greater) otolaryngology residents at most programs across the US. Along with demographic information, the survey was designed to explore the preferences of educational materials, podcast listening habits and motivations, and influence of podcasts on medical practice. Descriptive statistics and student t-tests were used to analyze the results. Results: The survey was distributed to 198 current otolaryngology residents representing 94% of eligible residency programs and was completed by 73 residents (37% response rate). Nearly 3-quarters of respondents reported previous use of otolaryngology podcasts, among which 83% listen at least monthly. Over half of residents changed their overall clinical (53%) and consult (51%) practice based on podcast use. Residents rank-ordered listening to podcasts last among traditional options for asynchronous learning, including reading textbooks and watching online videos. Conclusions: While other asynchronous learning tools remain popular, most residents responding to this survey use podcasts and report that podcasts influence their clinical practice. This study reveals how podcasts are currently used as a supplement to formal otolaryngology education. Results from the survey may inform how medical podcasts could be implemented into resident education in the future.

Commentary and Opinions: The Utilization of Social Media by Medical Residency Programs During COVID-19 Pandemic and Beyond

As a result of COVID-19 pandemic, medical training has been greatly impacted globally. In Canada, out-of-province visiting clinical electives were cancelled. In addition, the Canadian Resident Matching Service (CaRMS) interviews were transitioned to being virtual since 2020. As residency programs are exploring new ways to overcome the challenges of elective cancellation, there has been a surge of residency program social media accounts on Instagram, Twitter, and Facebook. Social media serves as a platform for residency programs to promote themselves in addition to posting interactive educational materials. Moreover, social media residency accounts provide a platform for medical students to learn about the programs and network virtually with fellow applicants, residents, program directors, and faculty members. Overall, social media is becoming a popular and valuable tool for residency programs to connect with the applicants during COVID-19 pandemic and beyond. Among the different social media platforms, Instagram seems to be more appealing to both residency programs and the graduating medical students. We report our observations regarding selected Canadian residency program Instagram accounts. To maximize the success of using social media, it is important for the residency programs to consider the attitudes of applicants towards the residency social media accounts. Future studies are needed to assess the effectiveness of the Canadian residency program social media accounts for the final year students applying for these programs.

A decision-tree model of career choice for veterinarians in clinical residency programs

OBJECTIVE To identify factors that individuals in clinical residency training programs consider when making a choice for or against a career in academic clinical medicine. SAMPLE 207 veterinarians in clinical residency programs. PROCEDURES An online survey was distributed to 1,053 veterinarians participating in clinical residency training programs overseen by organizations recognized by the AVMA American Board of Veterinary Specialties. Results were compiled and decision factors were analyzed by means of principal component analysis to identify latent factors from the set of survey items. These factors were then used to construct a decision tree to predict respondents’ choice of whether to enter academic medicine or private clinical practice. RESULTS 207 (20%) responses were analyzed. Ninety-three of 194 (48%) respondents reported a desire to pursue a career in academic medicine, and 101 (52%) reported a desire to pursue a career in private clinical practice. Principal component analysis identified 14 items clustered on research, clinical teaching, classroom teaching, and clinical practice. A decision tree was constructed that resulted in an overall accuracy of 82% in predicting a resident's career choice of academic medicine versus private clinical practice. The construct of professional benefits had a negative effect on desiring a career in academic medicine, whereas the construct of professional priorities and having had a positive residency training experience had a positive effect on desiring a career in academic medicine. CLINICAL RELEVANCE Understanding factors that attract and encourage residents who might have an aptitude and interest in academic medicine holds important implications for addressing the shortage of veterinarians entering academic medicine.

Use of a Residency Program in Preservice Teacher Preparation

The training and retention of special education teachers is a critical need in the education field. One innovation that can be used in educator preparation programs to better prepare teachers is to establish a residency model. In this model, preservice teachers work as full-time teachers, while also completing their coursework. They receive support from university faculty and peers during this structured first year of teaching. This chapter will explore the need for residency programs, possible features and structures, short and long-term benefits, and potential challenges. In addition, this chapter explores ways to incorporate high-leverage practices into residency coursework.