Priyanka Moolchandani, MD 1,2 

Kelley Chuang, MD, MA 1,2 

Tyler Larsen, MD 1,2 

Satya Patel, MD 1,2 

1. Veterans Affairs Greater Los Angeles Health Care System 

2. David Geffen School of Medicine at University of California, Los Angeles 

Background: The concept of medical ‘podcasts’ has existed since the 1960s as a supplement to traditional medical education1. Medical education must adapt to incorporate digital education as an integral part of a residency curriculum. This has been studied in a flipped classroom model examining podcasts in pharmacy school but has not been studied in internal medicine training programs2. We started a flipped classroom model with medicine podcasts for residency trainees to discuss how to apply podcast material to clinical practice.

Methods: We created a recurring didactic incorporating podcast-based teaching into the UCLA IM Residency curriculum. In each session, we explore clinical applications of a podcast episode. We select episodes with clear show notes so that audience members do not need to listen in advance to engage in the discussion. The didactics are facilitated by hospitalist faculty and invited expert discussants.

Results: Our first session analyzed the Core IM podcast episode, “Oral Diabetes Medications Inpatient.” We encouraged residents to listen to the podcast prior to the conference but also had a QR code linked to podcast show notes to reference. Our facilitators led the audience through cases with associated discussion questions. An endocrinologist was present to give additional insight. Our main outcomes for this conference series are feasibility and sustainability of a recurring curriculum of podcast-based teaching, as well as assessing changes in resident attitudes toward podcast-based learning.

Conclusion: It is feasible to conduct a flipped classroom with careful selection of podcast episodes as source material. This increases awareness and emphasizes the value of medicine podcasts to trainees. Since the inception of this conference format, over 14 faculty have participated in 16 sessions. Future directions include surveying residents to assess the impact of this flipped classroom model.

References: 1. PMID: 32560776. 2. PMID: 32739059.