Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning
Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning
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DOI：
10.1186/1472-6920-11-2
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发表时间：
2011-01-11
影响因子：
3.6
通讯作者：
Lymn, Joanne S.
中科院分区：
文献类型：
--
作者：
Meade, Oonagh;Bowskill, Dianne;Lymn, Joanne S.
背景：关于学生在学术环境中使用播客的研究越来越多。然而，很少有深入的研究集中在播客的学生的经验，特别是在障碍方面，和便利，播客的使用和学生的播客作为学习工具的有用性的看法。本研究旨在探讨非医疗处方的学生谁获得了播客的关键药理学讲座作为补充学习工具，以他们现有的course materials.Methods的经验：半结构化访谈进行了7个非医疗处方的学生（平均年龄= 43岁），所有这些人都是护士，谁获得了7个播客的关键药理学讲座。这些播客采用可通过虚拟学习环境WebCT下载的音频讲座录音的形式。播客的低，中，高用户参加了采访，以获得各种学生的经验。访谈数据进行了分析，使用主题模板分析，以确定关键主题周围的学生经验的播客可用性，特别是在有关的障碍和便利的播客使用，和学生的经验，播客作为一种学习工具。学生们使用播客的原因有很多，比如重温讲座，准备考试，澄清或修改特定的主题，在较小的程度上，补上一堂错过的课播客使用的障碍主要围绕技术问题。缺乏访问播客所需的技术经验对一些学生来说是一个障碍。据报告，无法获得适当技术也是一个障碍。家庭援助和我。T.大学亦提供协助，方便学生使用播客。学生们发现，使用播客让他们有更大的控制自己的学习和衡量自己的学习需求，以及帮助他们建立自己的理解一个复杂的topic.Conclusions的理解：学生使用播客的各种原因。使用播客的障碍一般与技术问题有关。学生们经常发现，一旦获得有关这些技术问题的帮助，他们就可以更轻松地访问播客。学生们认为，访问播客增加了他们的学习材料的价值，使他们能够更好地管理他们的学习和建立他们的理解。播客是这一特定年龄组学生的宝贵的额外学习工具。
Background: There is growing research on student use of podcasts in academic settings. However, there is little in-depth research focusing on student experience of podcasts, in particular in terms of barriers to, and facilitators of, podcast use and students' perceptions of the usefulness of podcasts as learning tools. This study aimed to explore the experiences of non-medical prescribing students who had access to podcasts of key pharmacology lectures as supplementary learning tools to their existing course materials.Methods: Semi-structured interviews were carried out with seven non-medical prescribing students (average age = 43 years), all of whom were nurses, who had access to seven podcasts of key pharmacology lectures. These podcasts took the form of downloadable audio lecture recordings available through the virtual learning environment WebCT. Low, medium and high users of the podcasts took part in the interviews in order to access a variety of student experiences. Interview data was analysed using thematic template analysis to identify key themes surrounding student experience of podcast availability, particularly in relation to barriers to and facilitators of podcast use, and students' experiences of podcasts as a learning tool.Results: Students used podcasts for a variety of reasons such as revisiting lectures, preparing for exams, to clarify or revise specific topics and, to a lesser extent, to catch up on a missed lecture. Barriers to podcast use centred mainly around technological issues. Lack of experience of the technology required to access podcasts proved a barrier for some students. A lack of access to suitable technology was also a reported barrier. Family assistance and I. T. assistance from the university helped facilitate students' use of the podcasts. Students found that using podcasts allowed them to have greater control over their learning and to gauge their learning needs, as well as helping them build their understanding of a complex topic.Conclusions: Students used podcasts for a variety of reasons. Barriers to podcasts use were generally related to technological issues. Students often found that once assistance had been gained regarding these technological issues, they accessed the podcasts more easily. Students felt that access to podcasts added value to their learning materials by allowing them to better manage their learning and build their understanding. Podcasts represent a valuable additional learning tool for this specific group of older students.