Research to Actions Interview with Michael Patrick, MD, FAAP

In this interview we sit down with Michael Patrick, MD, FAAP, assistant professor of clinical pediatrics at The Ohio State University College of Medicine to discuss his decade of podcasting and his recent publication entitled, “Using podcasts to deliver pediatric educational content: Development and reach of PediaCast CME.” Dr. Patrick is also medical director of interactive media at Nationwide Children’s Hospital and producer and host of PediaCast and PediaCast CME.

A sneak peek at what we discussed is below the video.

What was the problem or question you set out to answer?

  • Would post-graduate pediatric providers embrace podcasts as an educational platform and means of obtaining Category 1 CME?
  • Secondary questions:
    • Who would listen? (reach, professional role)
    • Would they claim CME?

What were the methods you applied to answer the question?

  • Created podcast platform – website, audio hosting, social media
    • Collaboration with medical staff office, education department, legal, IS, marketing / PR
    • Distribute according to principles of FOAMed
  • Secondary questions:
    • What logistics were required to build the platform?
    • What roadblocks did you encounter?
    • How was quality addressed?

What did you learn? What do we know now that we didn't know before?

  • There was a wide reach of pediatric providers
    • 26 episodes produced over 26 months = 91,159 unique listens; 50 states; 108 countries
      • 14% Ohio; 20% international
    • Relatively few listeners claimed CME 2,103 hours claimed (2.3% of listeners) – 50% from NCH
      • Possible reasons for this?
    • Physicians weren’t the only ones interested
      • Docs (55%); APN/PA (17%); nurse (17%); other provider (8.4%); student (1.4%); researcher (1%)

How do you think this could be applied in practice? Identify two-three actionable take-aways

  1. Podcasts are a feasible way to reach pediatric providers with continuing education
    1. Create a podcast
    2. Seek accreditation (even though those claiming CME are low)
    3. Build in quality criteria
  2. Current reach = 43 episodes; 275,000 unique listeners; 6,500 hours claimed CME (still 2.4%)
  3. What about satisfaction / impact? Meets objectives (4.8); matches scope (4.7); speakers effective (4.8)
    1. Adds value to knowledge/practice (4.7); anticipate making practice changes (4.3)
    2. Overall satisfaction (4.8); satisfies educational need (4.8) – (1-5 Likert Scale)

If you learned something with this episode please share the lessons and share the link with your colleagues – the Almanac is now fully open access, meaning everyone in your organization or professional social network can benefit!

Please feel free to reach out if you have suggestions on folks you’d like to see us interview. Or maybe there are published articles you would like to see deconstructed or simplified. You can contact me through LinkedIn or Twitter at @briansmcgowan.

Keep in mind that with every educational program we build there are a thousand opportunities to ask a research question. And with every research article that is published, there are dozens of lessons to learn. You don’t have to be a research scientist to build great training experiences, but you do need to embrace what the literature says and move past the status quo.

Thanks for joining us and until next time, never stop learning.

Recent Stories
Adult Learning: Testing Myths and Truths

AAFP Promotes Health Equity Curricular Toolkit

Current Evidence and Controversies: Advanced Practice Providers in Healthcare