Considerations in the Use of Podcasts for Teaching and Learning in Occupational Therapy: A Scoping Study

Abstract

Evidence-based practice integrates and supports the best interventions in clinical practice. However, a gap of about ten years may elapse between the production of evidence and integration of best practices in clinical settings. Some technologies, such as podcasting, have become increasingly popular and are emerging as an innovative teaching modality that can support knowledge acquisition and integration. This scoping study gathered and synthesized the information in the literature regarding the use of podcasts by occupational therapy clinicians and students as a means for teaching and learning evidencebased knowledge. A scoping study approach was used following the five stages defined by Arksey and O Malley. In four databases and using 40 keywords, two team members selected and cross-checked articles. Two team members also extracted data and analyzed them in the form of descriptive statistics and salience (recurrence and importance). Of the 46 articles selected, seven broad categories of 20 important themes related to the use of podcasting were identified: facilitators and obstacles to podcast use, advantages and disadvantages of podcasts, effects of podcasts, potential utility of podcasts, and elements to consider for podcast creation. Podcasting is an innovative and appropriate modality for the retention of knowledge and the optimization of practical skills. It differs from traditional methods in its ease of access and portability. Many positive effects have been associated with its use. However, podcasts should not replace class attendance or other active learning opportunities.