Podcasting as a learning tool to support pharmacology

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Podcasting as a learning tool to support pharmacology education for nurse prescribers Joanne Lymn,

Podcasting as a learning tool to support pharmacology education for nurse prescribers Joanne Lymn, Dianne Bowskill, Oonagh Meade

Non-Medical Prescribing (NMP) ¡ Following qualification nurses have similar prescribing rights to doctors. ¡

Non-Medical Prescribing (NMP) ¡ Following qualification nurses have similar prescribing rights to doctors. ¡ Understanding of pharmacological concepts hugely important for patient safety ¡ 56 hours of pharmacology ¡ Approximately 50% of NMP students have no more than a GCSE in a biological science (Lymn, Bath-Hextall & Wharrad 2008).

Pharmacological Understanding among NMP students ¡ ¡ ¡ NMP students often express anxiety about

Pharmacological Understanding among NMP students ¡ ¡ ¡ NMP students often express anxiety about the subject of pharmacology during their NMP course. Students often admit that learning pharmacological concepts is like learning a new language. Extra tutorial support is often necessary in this subject.

Why podcasts? ¡ ¡ ¡ Learning a foreign language – important to be able

Why podcasts? ¡ ¡ ¡ Learning a foreign language – important to be able to listen & listen again NMP course is Web. CT based – links can be added into Web. CT. Mobile learning - audio content can be downloaded to MP 3 s, i. PODs etc and listened to on the move.

Methodology ¡ ¡ ¡ 7 key pharmacology lectures were recorded using MP 3 recording

Methodology ¡ ¡ ¡ 7 key pharmacology lectures were recorded using MP 3 recording equipment available within the university. Recordings were edited using ‘Audacity’ – whole lectures and short sections. Links to individual podcasts, and the associated downloadable MP 3 files were added to the NMP Web. CT site. ¡ Lecture slides also available on Web. CT ¡ Student use of podcasts monitored Web. CT tracking

Methodology 2 ¡ ¡ ¡ Postal questionnaire sent to two cohorts of students who

Methodology 2 ¡ ¡ ¡ Postal questionnaire sent to two cohorts of students who had access to podcasts (n=43) Comparison of exam scores from cohorts with access to podcasts (n=64) with historical cohorts (no access to podcasts, n=70) Semi-structured interviews conducted with small number of high, medium and low users

Demographics > 50 40 - 49 < 30 30 - 39 Age of NMP

Demographics > 50 40 - 49 < 30 30 - 39 Age of NMP students (years)

Computer Access ¡ ¡ ¡ 100% students had access to a computer 42% rated

Computer Access ¡ ¡ ¡ 100% students had access to a computer 42% rated their comfort levels with internet technology as ‘good’ or ‘very good’ 63% had access to an i. Pod or MP 3 player

Student Use of the Podcasts Web CT tracking results: Directly through Web. CT 81%

Student Use of the Podcasts Web CT tracking results: Directly through Web. CT 81% 83% of students accessed at least one podcast. As an MP 3 for download to MP 3 player / i. Pod 7% 10% Links to the podcasts were clicked 376 times which a range of 0 to 48 clicks per student. Combination of methods Other methods 2%

Student Use of the Podcasts ¡ Reasons why students used the podcasts: Revisiting lecture

Student Use of the Podcasts ¡ Reasons why students used the podcasts: Revisiting lecture 88% Revision Specific question Missed session 77% 59% 18%

Use of podcasts for a specific question ¡ ¡ ¡ 93% of students who

Use of podcasts for a specific question ¡ ¡ ¡ 93% of students who used the podcasts for a specific question found the answer. 56% rated it easy or very easy to find the answer 23% of students generally listened to selected parts of the podcast (77% of students generally listened to the entire podcast)

Student responders (%) 40 30 20 10 Student responders (%) 0 very unhelpful 70

Student responders (%) 40 30 20 10 Student responders (%) 0 very unhelpful 70 helpful Very helpful 50 Usefulness as a revision aid unhelpful neither 60 helpful Very helpful 70 90 80 70 60 50 40 30 20 10 0 unhelpful neither Usefulness as a learning tool very unhelpful Very helpful unhelpful neither 80 Student responders (%) 0 very unhelpful Student perception of the usefulness of podcasts Usefulness in promoting understanding 60 50 40 30 20 10

4. 7 4. 6 4. 5 4. 4 4. 3 4. 2 4. 1

4. 7 4. 6 4. 5 4. 4 4. 3 4. 2 4. 1 4 3. 9 3. 8 *** 8. 5 Exam score (out of 10) Exam score (out of 5) Student knowledge – measured by exam score Pharmacokinetics No podcasts Analgesia 8. 4 8. 3 8. 2 8. 1 8 7. 9 7. 8 Autonomic Nervous System Podcasts Statistical analysis was performed by unpaired t-test, *** p = 0. 001

Student feedback on pharmacology podcasts. Qualitative Feedback “An excellent learning tool to reinforce my

Student feedback on pharmacology podcasts. Qualitative Feedback “An excellent learning tool to reinforce my understanding of the basics of dynamics, kinetics & ANS. I would not have understood these subjects without revisiting the lecture time & again” “I used it as a repetitive tool to familiarise myself with terminology I hadn’t heard before – to promote my comfort – to then go on and digest the subject. ” “Podcasts were a great way to learn and revisit! Excellent learning tool!! Thank you. ” “Absolutely brilliant as an assistant to course content. ”

Interview Data Podcast use Facilitators of Use Barriers to use Family support Lack of

Interview Data Podcast use Facilitators of Use Barriers to use Family support Lack of awareness of technology I. T. assistance Lack of access to technology Ease of access Difficulties downloading to MP 3 Needing assistance with technology Time restraints

Impact on learning ¡ Enhanced control Learning at own pace, gauging study needs using

Impact on learning ¡ Enhanced control Learning at own pace, gauging study needs using podcasts, portability increasing learning opportunities ¡ Adding value to course materials Complementary learning tool ¡ Building Understanding Aiding understanding of a complex subject, explanation of slides helpful (aural learning), repetition reinforcing learning, lost information recovered.

Disadvantages of podcasts. ¡ Time consuming to edit initially ¡ Managing students unrealistic expectations

Disadvantages of podcasts. ¡ Time consuming to edit initially ¡ Managing students unrealistic expectations ¡ Encourage dependency and ‘rote learning’ rather than developing understanding

Conclusions ¡ Students make use of podcasts ¡ Students feel podcasts support their learning

Conclusions ¡ Students make use of podcasts ¡ Students feel podcasts support their learning ¡ Exam results suggest podcasts may improve knowledge & understanding ¡ Podcast all pharmacology lectures ¡ One of a number of important learning tools.

Thank you Dianne Bowskill ¡ Oonagh Meade ¡ Fred Riley ¡ Non-medical prescribing students

Thank you Dianne Bowskill ¡ Oonagh Meade ¡ Fred Riley ¡ Non-medical prescribing students ¡ Funded by; University of Nottingham, Learning & teaching development fund