Using podcasts to support pharmacological
understanding in Non-Medical Prescribing
Students?
Dr. Joanne Lymn
Non-Medical Prescribing (NMP)

Following qualification nurses have similar
prescribing rights to doctors.

Understanding of pharmacological concepts
hugely important for patient safety

56 hours of pharmacology

Approximately 50% of NMP
students have no more than a GCSE
in a biological science
(Lymn, Bath-Hextall & Wharrad 2008).
Pharmacological Understanding
among NMP students



NMP students often express anxiety about the
subject of pharmacology during their NMP
course.
Students often admit that learning
pharmacological concepts is like learning a new
language.
Extra tutorial support is often necessary in
this subject.
Why podcasts?



Learning a foreign language – important to be
able to listen & listen again
NMP course is WebCT based – links can be
added into WebCT.
Mobile learning - audio
content can be downloaded to
MP3s, iPODs etc and listened
to on the move.
Methodology




7 key pharmacology lectures were recorded
using MP3 recording equipment available within
the university.
Recordings were edited using ‘Audacity’ and
uploaded on to the university server.
Links to individual podcasts, and the associated
downloadable MP3 files were added to the NMP
WebCT site.
Student use of podcasts monitored WebCT
tracking
Methodology 2




Postal questionnaire sent to two cohorts of
students who had access to podcasts
Identification of high, medium and low/non
users
Semi-structured interviews conducted with 3
high, medium and low users
Comparison of exam scores from cohorts with
access to podcasts with historical cohorts (no
access to podcasts)
Demographics
Male
14%
> 50
Female
86%
< 30
30 - 40
40 - 49
Age of NMP students (years)
Computer Access



100% students had access to a
computer
Only 42% rated their comfort levels
with internet technology as ‘good’ or
‘very good’
63% had access to an iPod or MP3
player
Student Use of the Podcasts
Web CT tracking
results:
Directly
through
WebCT
81%
83% of students
accessed at least one
podcast.
As an MP3 for
download to
MP3 player /
iPod
7%
10%
Links to the podcasts
were clicked 376 times
which a range of 0 to
48 clicks per student.
Combination of
methods
Other
methods
2%
Student Use of the Podcasts

Reasons why students used the podcasts:
Revisiting lecture
88%
Revision
Specific question
Missed session
77%
59%
18%
Use of podcasts for a specific
question



93% of students who used the podcasts for
a specific question found the answer.
56% rated it easy or very easy to find the
answer
23% of students generally listened to
selected parts of the podcast
(77% of students generally listened to the
entire podcast)
Student responders (%)
40
30
20
10
Student responders (%)
0
very unhelpful
70
helpful
Very helpful
50
Usefulness as a
revision aid
unhelpful
neither
60
helpful
Very helpful
70
90
80
70
60
50
40
30
20
10
0
unhelpful
neither
Usefulness as a
learning tool
very unhelpful
helpful
Very helpful
unhelpful
neither
80
Student responders (%)
0
very unhelpful
Student perception of the
usefulness of podcasts
Usefulness in
promoting
understanding
60
50
40
30
20
10
Student feedback on
pharmacology podcasts.
Qualitative Feedback
“An excellent learning tool to reinforce my
understanding of the basics of dynamics, kinetics & ANS.
I would not have understood these subjects without
revisiting the lecture time & again”
“I used it as a repetitive tool to familiarise myself with
terminology I hadn’t heard before – to promote my
comfort – to then go on and digest the subject.”
“Podcasts were a great way to learn and revisit!
Excellent learning tool!! Thank you.”
“Absolutely brilliant as an assistant to course content.”
4.7
4.6
4.5
4.4
4.3
4.2
4.1
4
3.9
3.8
***
8.5
Exam score (out of 10)
Exam score (out of 5)
Student knowledge –
measured by exam score
Pharmacokinetics
No podcasts
Analgesia
8.4
8.3
8.2
8.1
8
7.9
7.8
Autonomic Nervous
System
Podcasts
Statistical analysis was performed by unpaired t-test, *** p = 0.001
SEM – What did you like about this
module? (January 08)
WebCT, podcasts, RLOs, workbooks – I found
these an invaluable resource.
More podcasts would be helpful for revision /
missed lectures.
Workbooks, podcasts and RLOs all excellent.
Podcasts were very useful.
Podcasts are really good.
Podcasts and RLOs very helpful and aid learning
Student feedback on
pharmacology podcasts.
Qualitative Feedback
“Just wanted to say that all lectures should be made
available in this format. It really was invaluable as a
revision tool for busy people”
“I feel it would be good to have more of the
pharmacology lectures put onto podcast eg
cardiovascular, antimicrobials etc”
“For pharmacists pharmacology podcasts probably less
helpful than for nurses. Some stuff on ethics and
examinations would be helpful.”
“The podcasts should be used in all courses. They are
very useful.”
Disadvantages of podcasts.




Time consuming
Managing students unrealistic
expectations
Encourage dependency
Encourage ‘rote learning’ rather than
developing understanding