Psychiatric Bulletin (2007) 31: 270-271. doi: 10.1192/pb.bp.106.014092
© 2007 The Royal College of Psychiatrists
Podcasts for psychiatrists: a new way of learning
Vishal Agrawal
Specialist Registrar in Psychiatry, South Essex Partnership NHS
FoundationTrust, Mental Health Unit, Basildon Hospital, Nethermayne, Basildon,
Essex, email:
vishalagraw{at}gmail.com
Declaration of interest
V.A. is a member of an advisory board for Janssen-Cilag on piloting its
podcasts for psychiatrists.
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Introduction
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Digitalisation of the world is a fast-growing reality and the world of
medicine, or indeed psychiatry, has not been left behind. Internet and the
World Wide Web revolutionised the way we access information, and the medical
profession has taken full advantage of it. But now, podcasts are set to change
the way information is delivered. The Royal College of Psychiatrists has
already started its podcasts and seems to be at the forefront of this
revolution in mass communication within the medical community.
But can podcasts be turned into a new tool for learning? Can they change
the way training is delivered? How relevant are they to psychiatrists, their
trainees and their patients? We look at the technology, current podcasts
available to us, the possibilities for the future and the difficulties that it
may pose.
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Technology
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Podcasts are multimedia files, mainly audio, distributed over the internet.
These can be downloaded to a personal computer or a mobile device (such as an
MP3 player) to listen to. Video podcasts are also gaining popularity. It is
like listening to a personalised radio programme at one's own leisure.
Subscription to podcasts is usually free and the biggest advantage is that
once the computer is set up to receive podcasts (usually by clicking on an
orange icon or the letters ‘RSS’), the computer automatically
searches for them, and whenever a new podcast is available it is downloaded to
the computer to listen to the next time the user logs on.
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History
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According to Wikipedia (see
http://en.wikipedia.org/wiki/Podcast),
regular podcasts first started becoming available on the internet in 2003. The
New Oxford American Dictionary declared ‘podcasting’ the
2005 word of the year, defining the term as ‘a digital recording of a
radio broadcast or similar program, made available on the internet for
downloading to a personal audio player’.
Nowadays, it is common for news channels and newspapers to have regular
podcasts on their websites covering a wide range of topics.
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Available podcasts for psychiatrists
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The Royal College of Psychiatrists launched its podcasts in October 2006
and promises to bring ‘the very latest breakthroughs and discoveries in
neurosciences, psychiatry and psychology’. Every month, the podcasts
feature interviews with authors whose articles may have been published in the
British Journal of Psychiatry. There are two types of podcasts one
can be accessed from the main College website
(http://www.rcpsych.ac.uk/pressparliament/podcasts.aspx)
and is for anyone interested in the subject. This is based on the actual
paper, with a link to the abstract (however, to access the full text a valid
subscription to the Journal is needed). The other type of podcast is
for continuing professional development (CPD) purposes
(http://www.psychiatrycpd.org).
In this section, not only the article but also the wider context of the topic
is covered in a podcast format. A module test is linked to each of these
podcasts, which usually have ten multiple choice questions. Users can do the
module before listening to the podcast and then later to see how much they
improved their score. Once the module is adequately completed, CPD points can
be earned. This is a unique venture for the College. Such an initiative for
online CPD is not yet available from any Royal College or Psychiatric
Association in the UK or elsewhere.
The American Journal of Psychiatry has a link on its homepage
(http://ajp.psychiatryonline.org)
for continuing medical education (CME). This gives a list of courses, either
sorted by date or subject, approved for CME. There is also an
‘Audio’ link which is the podcast link of the American Journal
of Psychiatry and features highlights from each issue of the journal. The
text of this audio link is also available but CPD is not incorporated. The
third link is personal digital assistant (PDA). Once the software is
downloaded on to a PDA, content is automatically updated. This includes table
of contents, article abstracts, and full text of ‘in this issue’
and editorials from the current issue of the American Journal of
Psychiatry. The above are freely available. Also, table of contents along
with the full text of articles, columns, and letters from the current issue of
Psychiatric News can be downloaded to a PDA.
The American Psychiatric Association (APA) website (see
http://www.psych.org)
has a limited online videocast for CME activity. At the time of writing there
are three 20 min videocasts on ‘Principles of psychodynamic
therapy’. Both APA members and non-members have to pay a fee to access
this videocast, the fee being slightly higher for non-members. Only
psychiatric residents and training directors can get free access.
An internet search of all the other Royal Colleges in England and Wales
showed that at the time of writing none had a link to regular podcasts on
their homepage.
In the UK,
http://www.doctors.net.uk/podcast
was the first website to start podcasting, specifically aimed at the medical
profession. Its podcast was launched in February 2006 and is broadcast
monthly. The website claims to feature on its podcasts ‘news and
interviews on key medical events’. The podcasts are only available to
doctors registered with the General Medical Council who are also registered
with the website. Members can give comments and feedback on the podcasts.
A pharmaceutical company is currently piloting podcasts aimed at
psychiatrists in the UK. The aim is to have monthly broadcasts of 30 min
duration. The company claims that it would be ‘non-promotional’.
Contents of four pilots to date have included latest news, interviews,
discussions and literature reviews.
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Relevance for teaching and training
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Although presently podcasts are mainly being used as an information tool,
the potential for developing as a learning tool is immense. Podcasts can take
on some role in delivering training and teaching modules specific to the
subscriber's need. For example, trainees may be more interested in modules to
help them practise workplace-based assessments. As this is a new and rapidly
changing area, podcasts can be ideal to keep up to date without the hassle of
trawling through websites for recent additions. With video podcasts being the
future, case studies, case presentations and various aspects of mental state
examination can be made available for teaching purposes. For medical students,
growing up on e-learning, and very comfortable with podcasts, it can become a
good way of engaging with the students. Not only is the content important but
its delivery even more so. It is like a supermarket, not only having the right
stuff in its warehouse but also ensuring a good supply chain. The College can
build a unique rapport with medical students through podcasts. This might
prove useful in recruitment and retention in the future.
Continuing professional development is an important issue for all medical
professionals. However, with imminent cuts on study leave budgets and not
everyone having access to pharmaceutical funding to attend various conferences
and meetings, we may be in a situation where ongoing learning may be difficult
to access. Lectures, seminars and discussions from various conferences and
meetings across the globe can be made available through podcasts, and
relatively reduced costs, with added convenience, can prove to be a bonus.
Also, as podcasts develop, members can get actively involved in
contributing to their content. This would of course be another way of
enhancing one's own learning experience.
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Relevance as information tool
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Latest news, conference updates, College responses, College reports,
membership issues, etc can be podcasted. The advantage of podcasts is that a
psychiatrist can subscribe to the relevant ‘feeds’ they may be
interested in. This would avoid information overload, but automatic updates
would ensure minimal information loss. Another advantage is better time
management. One can easily listen to podcasts on the move, such as while
commuting on a train or travelling in a car.
For trainees, updates on curriculum, examinations and training issues would
be very relevant. The information section of the College produces various
leaflets for service users and carers. Podcasts can become a mass
communication tool, which can be focused, quick and individually tailored to
the subscriber's need. As it would be more relevant to the subscriber, it
would probably have a higher take-up rate.
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Disadvantages
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To introduce any new technology on a large scale involves expenditure. The
initial costs could be high, but as the uptake increases, costs would go down.
If one looks at the amount of ‘snail mail’ one gets from the
College on a weekly basis, one can start to estimate the reduction in costs
once podcasts take over some of that role. Not everyone is familiar with
podcasts, but this is the case with every new technology. However, the success
of new technology depends on how easy it is to use. Thankfully, podcasts are
simple, straightforward and uncomplicated pieces of digital broadcasts that
may be difficult to put down once we get used to them.
The other issue is about copyright and confidentiality. Legal requirements
will have to be followed and podcast editors of the future would have to
ensure full adherence to those requirements.
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Discussion
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A learning tool is likely to be effective if it is readily accessible, easy
to use, freely available, saves time and effort and is cost-effective.
Podcasts do seem to fulfil most of these and have the potential to become an
important learning tool for the future.
It seems that the era of learning is moving from elearning to
‘mobile’ learning. It remains to be seen if we are able to take
advantage of the technology available to improve our learning experience.
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