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Abstract
Purpose
This paper aims to explore medical student experiences of creating a peer-to-peer psychiatry educational podcast.
Methods
During psychiatry placement, ten year-4 University of Bristol medical students created peer-educational multi-episode podcasts on psychiatric topics. Following completion, they submitted reflective essays on their experiences. Qualitative thematic analysis of these essays was completed by two independent authors. Following data familiarisation, authors independently generated codes that were collated into relevant themes. Upon reaching thematic saturation, findings were collated, and member checking was carried out to confirm the validity of findings.
Results
Themes included effective preparation, choosing content, podcast production, enhancing learning, the weight of responsibility and creating educational support networks. All students found podcast creation to be beneficial for personal learning.
Conclusion
Exploration of students’ experiences creating podcasts can support clearer guidance for medical podcast production, providing opportunities for educators to optimise podcast creation efficiency and educational effectiveness.
Keywords:
Disclosure
Dr Elsa Brew-Girard, Dr Rachel Brown, Dr Emma Salter and Dr Stephen De Souza have no conflicts of interest to report for this work. Caroline Hattersley, Oliver Hodge, Xavier Leonard, Katie MacDonald, Grace Mupanemunda, Marianne Quinn, Josephine Rahman, Alice Roberts, Kate Skuse and Melanie Tran were authors of one of the researched reflective essays. They did not contribute to the qualitative thematic analysis of the work in this manuscript, which was completed by independent authors. The essays were completed prior to the creation of the idea for this manuscript, therefore the potential for bias within the essays is mitigated. The authors report no other conflicts of interest in this work.