LAUSR

A s podcasts become more common in the classroom, their precise role and benefits continue to be explored.Universities routinely offer internetbased lecture recordings as ameans of increasing educational accessibility. Studies demonstrate that students appreciate the increased mobility and convenience that podcasts offer, whereas others suggest that podcasts may promote critical thinking in nursing education. However, there are additional benefits to podcasting. Kearsley andShneiderman envisioned that technology couldfacilitateandsimplifytoolscritical tostudent learning and engagement such as participation, collaboration, and problem solving. Although their work was published in 1998,prior to the adventofpodcasting,GipsonandRichards have more recently identified podcasting as a technique to promote a learner-centered experience. They proposed that podcasts' ability to be heard in a variety of environments under learner-controlled conditions could be used as an adjunct to traditional teaching strategies to encourage student participation and shift instructional paradigms from a teacher-centered lecture format to a learner-centered experience. Influenced by the potential benefits offered by technology, we developed a 4-episode series of interprofessional podcasts to be used during an advanced practice nursing seminar for adult geriatric nurse practitioner master's degree students. The podcastswere used in combinationwith an extensive, unfolding written case study to explore concepts in geriatric pharmacology.