The place of podcasting in Physiotherapy skills based education (Published 2015)
Apr 06, 2016
Video podcasts are increasingly used by a range of healthcare students. This article considers the existing literature regarding podcasting in medical education and contemplates the implications of the use of mobile technologies for the acquisition of clinical skills in the physiotherapy curriculum.
Background, aims and methods: Video podcasts are increasingly used by a range of healthcare students. Video podcasts have great potential when used as a pedagogical tool, embedded within a curriculum and this has relevance to the teaching of physiotherapy. This article aims to consider the existing literature regarding podcasting in medical education and then contemplate the implications of the use of mobile technologies for the acquisition of clinical skills in the physiotherapy curriculum.
Results: The educational theories underpinning such interventions are also discussed, and recommendations for the use and integration of video podcasts into the physiotherapy curriculum are provided. Video podcasting has been well explored within the existing medical education literature and video podcasting could serve to further engage and enhance the experiences of student Physiotherapists when learning and mastering clinical skills.
Conclusions: The challenge in Physiotherapy education is to develop and embed innovative and engaging ways of delivering the Physiotherapy curriculum into traditional curricula, that meet the needs of this generation’s busy learner, promote mobile learning and enhance the teaching of skills, at the same time as taking into consideration students’ learning preferences.
I enjoyed reading this article and the author has clearly carried out a lot of background research , producing a very useful list of references. When one reads the literature as describes, it still appears to me that although students enjoy innovative learning methods that incorporate new technologies, they find them "useful" and convenient and appear to learn better, we still have mach to uncover as to the real long term benefits to learning. Many of the papers described appeared not to take the subject far enough along the effects line to establish the true worthiness of the methodology. Hopefully, this paper can stimulate much more debate and research into such a key area.