使用播客和博客文章对医学本科生知识记忆和使用情况的随机比较试验

我的思考：
阅读似乎比收听更有效。收听的学生可能经常一心而用。如果让收听的学生，集中于学习内容是否更好？

简介 播客和博客文章在免费开放获取医学教育 (Free Open Access Medical education， FOAM) 中广受欢迎。以前研究，播客可能对本科医学教育中的知识获取有用。然而，比较这两种媒介的研究仍然很少。本研究旨在调查医学生使用播客和博客文章在知识获取和使用条件方面是否存在差异。
方法 医学生被随机分配到播客或博客文章组。他们完成了对该主题的基线知识的初步在线评估。然后，参与者可以获得学习材料，并有四个星期的时间自行完成后续评估。进行独立 t 检验、配对样本 t 检验和混合 ANOVA（方差分析）以评估知识获取。教学意向分析用于估算失访学生的缺失数据。描述性统计数据用于展示媒体使用情况。
结果 至少完成一项后续评估具有可比性（68% 的播客（n = 21/31），73% 的博客文章（n = 22/30））。 两组的测试成绩都有显著提高，播客组平均提高 22%，博客文章组平均提高 29%。 总体而言，教育方式之间的知识获取没有显着的统计学差异。 完成两项干预后测验的博客文章组的学生在毒理学主题方面的改进比播客组更大，在哮喘主题方面也有类似的改进。 播客组倾向于在使用学习材料的同时进行多项活动（例如，以下至少两到三项：开车、吃饭、做家务、记笔记、锻炼/步行），而博客读者倾向于做更少的活动（例如 仅以下一项：记笔记、吃饭）。
结论 本研究 表明播客和博客文章对于本科医学生的课外知识获取很有用，两种方式之间没有显着差异。 每种介质的使用条件不同。

Ref
A Randomized Comparative Trial of the Knowledge Retention and Usage Conditions in Undergraduate Medical Students Using Podcasts and Blog Posts
Kelly Lien, Alvin Chin, Anton Helman, Teresa M Chan
Curēus 2018 January 15, 10 (1): e2065
Introduction Podcasts and blog posts have gained popularity in Free Open Access Medical education (FOAM). Previous work suggests that podcasts may be useful for knowledge acquisition in undergraduate medical education. However, there remains a paucity of research comparing the two mediums. This study aims to investigate if there are differences in knowledge acquisition and usage conditions by medical students using podcasts and blog posts. Methods Medical students were randomized to either the podcast or blog post group. They completed an initial online assessment of their baseline knowledge on the subject matter. Participants then received access to learning materials and were given four weeks to complete the follow-up assessment on their own time. Independent t-test, paired samples t-test, and a mixed ANOVA (analysis of variance) were conducted to assess knowledge acquisition. An intention-to-teach analysis was used to impute missing data from students lost to follow-up. Simple descriptive statistical data was used to describe media usage conditions. Results Completion of at least one follow-up assessment was comparable (68% podcasts (n = 21/31), 73% blog posts (n = 22/30)). Both groups showed significant improvements in their test scores, with an average 22% improvement for the podcast group and 29% for the blog post group. There was no significant statistical difference in knowledge acquisition between educational modalities overall. Students in the blog post group that completed both post-intervention quizzes showed a larger improvement than the podcast group in the toxicology topic, with similar improvements in the asthma topic. The podcast group tended to engage in multiple activities while using the learning materials (e.g. at least two to three of the following: driving, eating, chores, taking notes, exercising/walking), while the blog readers tended to do fewer activities (e.g. only one of the following: note taking, eating). Conclusion This study suggests that podcasts and blog posts are useful for extracurricular knowledge acquisition by undergraduate medical students with no significant difference between the two modalities. The usage conditions for each type of media differ.