LAUSR

We recorded 15 episodes over an 18-month period and there have been over 3,000 downloads from over 30 countries. This has been an enjoyable process for faculty and trainees alike and one that, despite COVID era distancing measures, has continued to foster excitement around EBM and critical appraisal of the primary literature in a way that traditional in-person journal club has been unable to achieve. Residents found the podcast to be a useful learning tool. A validated scale indicated that the learning environment around EBM improved from 3.99 out of 5 to 4.21 out of 5 (P < .05) after the addition of this podcast. Additionally, EBM self-efficacy as measured by an ACGME milestone improved from 4.7 out of 10 to 5.8 out of 10 among podcast listeners (P < .05). Of listeners, 74% reported that the podcasts increased their understanding of EBM. In addition, 83% felt more connected with faculty, and that this was a fun way to engage with critical appraisal. Listeners appreciated the availability and convenience of on-demand podcasts for self-guided learning and preferred shorter, more frequent episodes. Each episode required 1-2 hours of preparation, 1 hour for recording and 2-3 hours for editing. Providing guests with a clear content outline including the structure and format of the various segments allowed them to prepare better. Peer review was sought to ensure content accuracy. This time commitment was suitable for a monthly podcast, though a more frequent series may benefit from an expanded team of hosts. In summary, local evaluation of this podcast series suggests an increase in EBM self-efficacy, faculty connectedness and a better culture around EBM at the institution or programme. The uptake pattern suggests a broad appeal and an international appetite for paediatric podcasts. We found this to be a successful and engaging form of asynchronous graduate medical education that can be applied widely.