Live Podcasting as an Educational Intervention in Dentomaxillofacial Radiology: Controlled Cohort Study
Bibliographic record
Abstract
Background: Podcasts are increasingly used in health professions education; however, most formats are asynchronous and noninteractive. Didactically grounded, synchronous implementations in dental curricula are scarce. Objective: This study aims to design, implement, and evaluate a synchronous, case-based live podcast (LP) as a didactic teaching format in dentomaxillofacial radiology. Methods: In a controlled cohort study with 2 third-year cohorts (N=41), the intervention group (IG; n=21, 51%) received weekly case-based LP sessions in addition to standard teaching, while the control group (CG; n=20, 49%) received standard teaching only. Acceptability was evaluated 6 months postcourse using the 27-item student evaluation questionnaire and open-text responses. Knowledge was assessed immediately after the course with a 21-item radiology knowledge test, and after 6 months, with a 15-item interdisciplinary clinical application test. Results: The primary outcome was student-reported acceptability of the LP format. It was rated highly by students in the Student Evaluation Questionnaire (mean out of 10: structure 9.76, interactivity 9.62, interdisciplinary relevance 9.55). Qualitative feedback was assessed highlighting motivation, authenticity, and discussion quality. In the radiology knowledge test, no group differences were observed (IG: n=21, 51% vs CG: n=20, 49%; P=.37). In the interdisciplinary clinical application test, the IG outperformed the CG in restorative dentistry (median 5, IQR 4-5 vs median 4, IQR 3-5; P=.02; r=0.38) and in item-level analysis (15/21, 71% vs 40%; P=.04; φ=0.64). Conclusions: The LP format represents a feasible, scalable, and low-threshold approach to fostering clinical reasoning in dental curricula, particularly at the transition to clinical training. While radiology-specific theoretical competencies did not differ between the groups, students consistently rated the LP as more engaging and motivating compared to standard lectures.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.002 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".