A comparative analysis of descriptive podcasts vs. interview-based podcasts in enhancing clinical reasoning skills of undergraduate medical students

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Abstract

Background & Objective: Audio podcasts offer flexibility and align with adult learning principles, yet their role in enhancing clinical reasoning and optimal delivery format remains unclear. This study compared descriptive and interview-based podcasts to evaluate their effectiveness in improving clinical reasoning in undergraduate medical students. To evaluate the effectiveness of audio podcasts in enhancing clinical reasoning skills and determine the superior podcast format.

Methods: The study conducted from March to May 2024 used a pretest-posttest crossover design to evaluate the effectiveness of two podcast formats (descriptive and interview-based) in enhancing clinical reasoning skills among 93 fourth-year MBBS students at Islamic International Medical College during their surgery clerkship. Ethical approval was obtained, and participants were randomly divided into two groups (A and B). Four podcasts, approximately 10 minutes each, were created on acute appendicitis and acute cholecystitis. In Round-1, a pretest on acute appendicitis was followed by Group-A listening to a descriptive podcast and Group-B's to an interview-based podcast, with a posttest conducted afterward. In Round-2, the groups crossed over for acute cholecystitis, followed by a posttest. Data were analyzed using SPSS, with paired t-tests comparing pretest and posttest scores within groups and independent t-tests comparing performance between formats.

Results: Both groups demonstrated notable increases in knowledge. In Rounds 1 and 2, Group-A's mean pretest/posttest score differences were 4.33 and 6.91, respectively, but Group-B were 8.00 and 6.97 (p<0.001). The advantage of the interview-based approach was demonstrated by independent sample t-tests (p<0.001).

Conclusion: Clinical reasoning abilities can be improved with the use of podcasts. Compared to the descriptive style, the interview-based format was more successful, indicating that it may be used as an additional learning aid in medical education.