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Journal articles on the topic 'ITunesU'

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Author: Grafiati

Published: 10 March 2023

Last updated: 14 March 2023

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1

Suárez, Dariel. "iTunesU y Coursera: pedagogía universitaria 2.0 / iTunesU and Coursera: University pedagogy 2.0." Cuaderno de Pedagogia Universitaria 9, no. 18 (July 19, 2014): 6–8. http://dx.doi.org/10.29197/cpu.v9i18.173.

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Existen distintas plataformas tecnológicas útiles para enriquecer el quehacer docente en la Universidad. En este artículo se presentan dos de ellas, las cuales nos marcan el camino que está siguiendo la educación superior en el mundo estos días. iTunesU, herramienta especialmente diseñada para dispositivos de Apple y Coursera.org, abierta a cualquiera que tenga un navegador web, están abriendo camino a una educación más universal, abierta y de calidad. Las más calificadas universidades del mundo tienen presencia en estas plataformas y el número de universidades con cursos y conferencias disponibles para todos va en aumento cada día. La propuesta es que los profesores integren estos y similares recursos a sus prácticas docentes a fin de enriquecerlas.AbstractThere exist several useful technological platforms that help enhance the teaching performance in the University. In this article, the author presents two of them, which set the route that Higher Education is following in the world nowadays. They are, on the one hand, iTunesU, a tool specifically designed for Apple devices, and on the other, Coursera.org, which is available to anyone with access to a web navigator, and both are opening a new educational path, one that is more universal, open and of higher quality. These platforms are present in the best qualified universities in the world, and the number of universities that offer courses and conferences available to the open public is growing exponentially. The author proposes that teachers integrate these and other similar resources in their teaching practices as a way to enhance their results.

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2

Šimonová, lvana, and Jan Netolička. "Teaching and Learning English at Grammar School Supported by Mobile Touch Technologies." International Journal of Information and Communication Technologies in Education 6, no. 1 (March 28, 2017): 61–69. http://dx.doi.org/10.1515/ijicte-2017-0006.

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Abstract The article deals with the implementation of iTunesU in English lessons at the secondary grammar school. The content is structured into three main parts. First, the theoretical background for the appropriate use of mobile devices is introduced reflecting the Comenius′ principles and Koole’s FRAME model. Second, a strategy for practising English pronunciation is described. Third, a set of three lessons enhanced, or not, by mobile touch technology was described and learners· feedback displayed. Finally, authors′ recommendations are provided.

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3

Sanderson, W., R. Omron, C. Harvey, M. Anderson, N. Rodriguez, K. Oksuita, E. Auf der Heide, C. Schleisman, and J. P. Tupesis. "Rethinking Education: The Wiscopkins Model - Novel Curriculum and Milestone Deployment Using iTunesU." Annals of Emergency Medicine 62, no. 4 (October 2013): S135. http://dx.doi.org/10.1016/j.annemergmed.2013.07.204.

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4

Simonian, S. M., B. Chakravarthy, K. Hosseini, W. Hoonpongimanont, S. Lotfipour, and M. Boysen Osborn. "14 Asynchronous Learning: A Comparison of Knowledge Acquisition Between Traditional Conference Lectures Versus iTunesU Mp4 Distance Learning Among Emergency Medicine Residents." Annals of Emergency Medicine 60, no. 5 (November 2012): S168. http://dx.doi.org/10.1016/j.annemergmed.2012.07.037.

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5

Garcia-Granda, Santiago, and Laura Roces. "IYCr2014: Ongoing Activities around the ECA area." Acta Crystallographica Section A Foundations and Advances 70, a1 (August 5, 2014): C1300. http://dx.doi.org/10.1107/s2053273314086999.

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As the International Year of Crystallography is going on, the crystallographic community is actively involved in a number of activities and events to connect crystallography and society. The European Area, where the seminal discoveries took place, combines the traditional out-reach activities carried out during the last few years with several new activities to make crystallography and crystallization attractive to the public in general. The crystal growing competitions, involving high schools, organized since 2008 in Spain, are in 2014 very popular in the ECA Area. Since 2011, a Summer Scientific Campus has been held at the University of Oviedo in which the students develop a research project that incorporates crystallography as the core theme (X-Ray diffraction in the Forensic Science, Crystallisation and Mineralogy Workshops) [1]. An extension of that is the Spanish program for IYCr2014 "Science, Crystals and Society" [2]. For the European activities, the ECA Executive Committee created the IYCr2014 Coordination Committee, to gather initiatives in the ECA area and to be a link with the IUCr worldwide supervision of IYCr2014. "Discovering", "Getting involved" and "Communicating" are the three key points to connect scientists and society. The main objective of this project is to integrate and disseminate the science of crystallography into the European society, particularly among students, boosting the European dimension of the Project. "Discovering", "Getting involved" and "Communicating" are the three key points that will connect scientists and society. This European platform (http://www.iycr2014.eu) and the associated social networks content are the European links between crystallography and society using a number of tools: A dedicated IP/TV, ITunesU Chanel, or the Google Course Builder tool platform. Acknowledgements: Financial support from Ministerio de Economía y Competitividad de España (MAT2010-15094, Factoría de Cristalización–Consolider Ingenio 2010) and ERDF.

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6

Varin, Janelle. "iTunes Metadata and Classical Music: Issues and Solutions for Crowdsourced Metadata in iTunes." Serials Librarian 69, no. 1 (July 4, 2015): 70–76. http://dx.doi.org/10.1080/0361526x.2015.1036196.

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7

Lu, Zhen Xia, and Yi Chun Zhang. "iTunes U and the Construction of Open Educational Resources." Advanced Materials Research 171-172 (December 2010): 197–200. http://dx.doi.org/10.4028/www.scientific.net/amr.171-172.197.

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To co-construct and share OERs is a common goal of global for education fields. iTunes U is an open and free educational platform constructed on the basis of iTunes, which provides brand-new development conditions and ideas for the co-construction and sharing of OERs. This article first raises the key problems for the co-construction and sharing of OERs and then analyzes why it is not only possible but also necessary for iTunes U to support the development of OERs.

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8

Fessler, Nicholas J. "YouTube, iTunes U and You." Accounting Education 21, no. 1 (February 2012): 43–45. http://dx.doi.org/10.1080/09639284.2011.621651.

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9

Voss, D. "COMPUTER SCIENCE: iTunes Meets Wikipedia." Science 313, no. 5788 (August 11, 2006): 737c. http://dx.doi.org/10.1126/science.313.5788.737c.

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10

Çelik, Serkan, Veli Toptaş, and Tuğçe Karaca. "iTunes University: Potentials and Applications." Procedia - Social and Behavioral Sciences 64 (November 2012): 412–16. http://dx.doi.org/10.1016/j.sbspro.2012.11.048.

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11

Descy, Don E. "iTunes 9: Even better yet!" TechTrends 54, no. 1 (December 19, 2009): 7–8. http://dx.doi.org/10.1007/s11528-009-0352-0.

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12

Scott, Ralph L. "Wired to the World: iTunes University." North Carolina Libraries 65, no. 2 (March 24, 2008): 83. http://dx.doi.org/10.3776/ncl.v65i2.47.

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13

Chevallier, Marc. "Qui héritera de votre bibliothèque iTunes ?" Alternatives Économiques N° 318, no. 11 (November 1, 2012): 50. http://dx.doi.org/10.3917/ae.318.0050.

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14

Arditi, David. "iTunes: Breaking Barriers and Building Walls." Popular Music and Society 37, no. 4 (June 26, 2013): 408–24. http://dx.doi.org/10.1080/03007766.2013.810849.

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15

Thornton, Elaine. "iTunes University and ARL Academic Libraries." Journal of Web Librarianship 3, no. 3 (September 15, 2009): 263–72. http://dx.doi.org/10.1080/19322900903113324.

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16

Germany, Lisa. "iTunes U: an opportunity for students." Campus-Wide Information Systems 28, no. 3 (June 28, 2011): 175–82. http://dx.doi.org/10.1108/10650741111145706.

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17

Paul, Suvam, Martin Pusic, and Colleen Gillespie. "Medical student lecture attendance versus iTunes U." Medical Education 49, no. 5 (April 28, 2015): 530–31. http://dx.doi.org/10.1111/medu.12723.

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18

Johnson, Nastasha. "Ebscohost App on Itunes and Google Play." Journal of Electronic Resources Librarianship 26, no. 2 (April 3, 2014): 148–50. http://dx.doi.org/10.1080/1941126x.2014.910412.

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19

&NA;. "Radiologists Using iTunes to Manage PDF Files." Oncology Times 30, no. 17 (September 2008): 23. http://dx.doi.org/10.1097/01.cot.0000337621.81871.48.

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&NA;. "Online at oncology-times.com and on iTunes!" Oncology Times 31, no. 4 (February 2009): 5. http://dx.doi.org/10.1097/01.cot.0000346843.23876.27.

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21

Albert, Simon. "E-commerce: Pan-European pricing of iTunes?" Journal of Direct, Data and Digital Marketing Practice 9, no. 4 (April 2008): 390–91. http://dx.doi.org/10.1057/dddmp.2008.11.

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22

Reid, Alex. "Portable Composition: iTunes University and Networked Pedagogies." Computers and Composition 25, no. 1 (January 2008): 61–78. http://dx.doi.org/10.1016/j.compcom.2007.09.003.

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23

Beckman, Sydney A. "The Copyright Crusher." 2013 Fall Intellectual Property Symposium Articles 1, no. 4 (March 2014): 901–20. http://dx.doi.org/10.37419/lr.v1.i4.4.

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Authors of original works (such as music, books, et cetera) have certain exclusive rights including, but not limited to, the reproduction of copyrighted works in copies and the preparation of derivative works. Apple’s iTunes is a vehicle for infringement. The conversion of compact discs (“CDs”) to a compressed format for portable music players such as iPods, iPhones, iPads, and computers violates a copyright holder’s exclusive rights. This Article discusses the fundamental issue of copyright protections, the way iTunes facilitates the infringement of these rights, and the legal liability of Apple for creation of this software.

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24

Salvatori, Enrica. "Hardcore history: ovvero la storia in podcast." MEMORIA E RICERCA, no. 30 (July 2009): 171–87. http://dx.doi.org/10.3280/mer2009-030015.

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- This essay wish to analyze several podcasts of historical subject, independent and institutional ones, that have simple popular contents or educational aims or commercial purposes. The analysis is lead on podcast in Italian, English, Spanish and French language that were «on air» until December 2008. The author considers as key factors the topics, the podcaster's professional qualification and the presence of cultural institutions. Moreover the relations between the independent podcasts and the educational one are emphasized.Parole chiave: storia, podcast, divulgazione,istruzione, itunes, media history, podcast, popularization, education, itunes, media

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25

Small, Oliver. "Reshaping The Music Distribution Model: An Itunes Opportunity." Journal of Media Business Studies 9, no. 4 (December 2012): 41–68. http://dx.doi.org/10.1080/16522354.2012.11073555.

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26

Anna Abad Torrent. "Aplicaciones de Anestesia para Smartphones: VI parte." Revista Electrónica AnestesiaR 11, no. 1 (January 31, 2019): 1. http://dx.doi.org/10.30445/rear.v11i1.708.

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Os ofrecemos una nueva versión sobre aplicaciones de Anestesia para Smartphones. Corresponden a diferentes áreas de nuestra especialidad. En esta nueva revisión hemos encontrado aplicaciones que nos pueden ser útiles en diferentes áreas de nuestra especialidad. Para acceder a cada aplicación deberéis clicar sobre la imagen o el enlace. Hemos intentado introducir los enlaces para iTunes y Android. ABSTRACT Anesthesia applications for smartphones: Part VI We present you a new version of some applications for smartphones related to Anesthesia. In this review we have found some applications that may be useful in different areas of our daily practice. Click on the icon or link in order to access the app. iTunes and Android links available when possible.

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27

Cochrane, Thomas, Laurent Antonczak, and Daniel Wagner. "Post-Web 2.0 Pedagogy." International Journal of Mobile and Blended Learning 5, no. 4 (October 2013): 1–18. http://dx.doi.org/10.4018/ijmbl.2013100101.

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The advent of web 2.0 has enabled new forms of collaboration centred upon user-generated content, however, mobile social media is enabling a new wave of social collaboration. Mobile devices have disrupted and reinvented traditional media markets and distribution: iTunes, Google Play and Amazon now dominate music industry distribution channels, Twitter has reinvented journalism practice, ebooks and ibooks are disrupting book publishing, while television and movie industry are disrupted by iTunes, Netflix, YouTube, and Vimeo. In this context the authors critique the changes brought about in a case study of film and television higher education from initial explorations of student-generated mobile movie production to subsequent facilitation of international student mobile media co-production teams supported by the development of an international Community of Practice, illustrating new forms of post-web 2.0 pedagogy.

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28

Comino, Stefano, Fabio M. Manenti, and Franco Mariuzzo. "Updates management in mobile applications: iTunes versus Google Play." Journal of Economics & Management Strategy 28, no. 3 (November 2018): 392–419. http://dx.doi.org/10.1111/jems.12288.

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29

Freeman, Jason. "Fast generation of audio signatures to describe iTunes libraries." Journal of New Music Research 35, no. 1 (March 2006): 51–61. http://dx.doi.org/10.1080/09298210600696634.

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30

McKinney, Dani, Jennifer L. Dyck, and Elise S. Luber. "iTunes University and the classroom: Can podcasts replace Professors?" Computers & Education 52, no. 3 (April 2009): 617–23. http://dx.doi.org/10.1016/j.compedu.2008.11.004.

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31

McAtee, Kyle J., Robert Bedenbaugh, Dorothy (Christie) Lakis, Daniel J. Bachmann, and Nicholas E. Kman. "Emergency Preparedness and Disaster Response: There’s an App for That 2.0." Prehospital and Disaster Medicine 37, no. 1 (December 17, 2021): 117–23. http://dx.doi.org/10.1017/s1049023x21001321.

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AbstractIntroduction:In disaster response, smartphone applications (or apps) are being used by the layperson, emergency first responders, and health care providers to aid in everything from incident reporting to clinical decision making. However, quality apps are often diluted by the overwhelming number of apps that exist for both the lay public and first responders in the Apple iTunes (Apple Inc.; Cupertino, California USA) and Google Play (Google LLC; Mountain View, California USA) stores.Hypothesis/Problem:A systematic review of disaster response apps was originally completed in 2015; a follow-up review was completed here to evaluate trends and explore novel apps.Methods:A search of the Apple iTunes and Google Play stores was performed using the following terms obtained from PubMed (National Center for Biotechnology Information; Bethesda, Maryland USA) Medical Subject Headings Database: Emergency Preparedness; Emergency Responders; Disaster; Disaster Planning; Disaster Medicine; Bioterrorism; Chemical Terrorism; Hazardous Materials; and the Federal Emergency Management Agency (FEMA [Washington, DC USA]). After excluding any unrelated apps, a working list of apps was formed and categorized based on topics. Apps were categorized by intended user (first responders or the public) and sub-categorized by topic for discussion. Sub-categories included News/Information, Reference/Education, Weather/Natural Disasters, Travel/Navigation, and Communication/Reunification.Results:A search of the Apple iTunes store revealed 394 unique apps and was narrowed to 342 based on relevance to the field and availability on the iPhone. A search of the Google Play store yielded 645 unique applications and was narrowed to 634 based on relevance. Of note, 49 apps appeared in both app stores using the search terms. An aggregate 927 apps from the Apple iTunes and Google Play stores were then critically reviewed by the authors. Apps were sub-categorized based on intended audience, layperson or first responder, and sorted into one of five disaster response categories. Two apps were chosen for discussion from each of the five sub-categories. The highest quality apps were determined from each group based on relevance to emergency preparedness and disaster response, rating, and number of reviews.Conclusion:After comparisons with the 2015 article, many new apps have been developed and previously described apps have been updated, highlighting that this is a constantly changing field deserving of continued analysis and research.

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32

Sokolova, E. "Competition on Innovation Markets:Peculiarities of Definition and Analysis." Voprosy Ekonomiki, no. 9 (September 20, 2012): 126–38. http://dx.doi.org/10.32609/0042-8736-2012-9-126-138.

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The article aims to define the main peculiarities of competition analysis in case of innovation markets. Using the example of Apples iTunes Store antitrust suit, the main characteristics of the development of knowledge-based industries are applied to the analysis.

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33

Rosell-Aguilar, Fernando. "Podcasting as a Mobile Learning Technology." International Journal of Mobile and Blended Learning 7, no. 1 (January 2015): 41–60. http://dx.doi.org/10.4018/ijmbl.2015010104.

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Despite the fact that portability was perceived as one of the major benefits of podcasting as a teaching and learning tool, little evidence has been found of users taking advantage of this feature for academic use. This paper reports on a major study (1886 responses) of iTunes U users. The analysis compares the responses of those participants who use static devices to play the materials they download with those of users who utilise mobile devices. The results show that more users play iTunes U materials from mobile devices than static devices. Users share some similarities in their use of podcasts but some marked differences as well, in contrast with previous research. The author argues that different perceptions and practices are based on whether the users are formal or informal learners and discuss the implications for the use of podcasting as a mobile learning technology.

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34

SUBERBIOLA GARBIZU, Irune. "Online jokoen gaineko tributuak Ekonomi Itunean." RVAP 99-100, no. 99-100 (December 30, 2014): 2831–44. http://dx.doi.org/10.47623/ivap-rvap.99.100.2014.118.

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LABURPENA: Maitzaren 27ko13/2011 Legeak, Estatuari Estatu mailan garatutako on line jokoen eskuduntza emateaz gain, hauek kargatzen dituen zerga berri bat, Joko Jardueren gaineko Zerga, sortzen du. Zerga honen ituntzearen arira, artikulu honek Estatuaren berreskuduntza prozesua, tributu ikuspuntutik honek duen esanahia eta sortu ditzakeen arazoak aztertzen dira artikulu honetan. RESUMEN: La Ley 13/2011, de 27 de mayo, además de atribuir al Estado la competencia sobre los juegos on line, crea un nuevo impuesto que los grava, el Impuesto sobre actividades de juego. En este artículo se analizan el proceso competencial del Estado para pactar dicho impuesto, su significado desde la perspectiva tributaria y los problemas que pueda causar. ABSTRACT: Act 13/2011 of May 27th besides conferring the State with the power of on line gambling, it creates a new tax upon them, the tax on gambling activities. In this article we analyze the process of conferral of powers by the State to agree on that tax, its meaning from the taxation point of view and the problems that might cause.

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35

Waldfogel, Joel. "Music file sharing and sales displacement in the iTunes era." Information Economics and Policy 22, no. 4 (December 2010): 306–14. http://dx.doi.org/10.1016/j.infoecopol.2010.02.002.

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36

WATSON, ALLAN. "The world according to iTunes: mapping urban networks of music production." Global Networks 12, no. 4 (March 14, 2012): 446–66. http://dx.doi.org/10.1111/j.1471-0374.2011.00357.x.

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37

Brabazon, Tara. "Sounds like teen spirit: iTunes U, podcasting and a sonic education." Interactions: Studies in Communication & Culture 1, no. 1 (September 2009): 71–91. http://dx.doi.org/10.1386/iscc.1.1.71_1.

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38

Dérudet, Roland. "Fauve, Blizzard (Fauve Corp., en téléchargement sur fauvecorp.com et iTunes, 2013)." Sens-Dessous 13, no. 1 (2014): 158. http://dx.doi.org/10.3917/sdes.013.0158.

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39

Bleemer, Russ. "Now weekly: CPR's IDN podcasts, featuring GE's McIlwrath, available via iTunes." Alternatives to the High Cost of Litigation 26, no. 1 (January 2008): 2–16. http://dx.doi.org/10.1002/alt.20208.

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40

Duan, Songyun, Vamsidhar Thummala, and Shivnath Babu. "Tuning database configuration parameters with iTuned." Proceedings of the VLDB Endowment 2, no. 1 (August 2009): 1246–57. http://dx.doi.org/10.14778/1687627.1687767.

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41

Boyle, Tristan J. "Middens and Microphones." Advances in Archaeological Practice 5, no. 4 (October 5, 2017): 388–92. http://dx.doi.org/10.1017/aap.2017.27.

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The podcast as a communicative medium continues to rise in popularity as an opportunity for individuals to express themselves in similar ways to traditional radio and television. Critically, though, the recording of a podcast does not need a full studio for production. Rather, an individual possessing a microphone, free editing software, and time can create an audio show that is then uploaded to the Internet for people to download and listen to. Although podcasts can be found via standard web searching, they are also often listed in podcast directories, such as iTunes, Sticher, Google Play, and Miro (Ortega 2015), and hence are easily discoverable through both desktop browsers and mobile apps, making it simple to subscribe to multiple shows. The iTunes store, owned by Apple, is a particularly popular directory: a podcaster must submit a special kind of link, called an RSS feed, to Apple and have it approved. An RSS feed is a dynamic link that lets anyone attached to it know when an update is made to a web page—in this case, a listing of podcasts. Once the podcast is accepted to the directory, various search engines can access it and allow people to search by name or category (chosen by the podcasters themselves).

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Watchman, C., S. Jang, and R. Hamilton. "WE-E-203-05: Medical Physics Teaching Opportunites in an ITunes World." Medical Physics 37, no. 6Part9 (June 2010): 3435. http://dx.doi.org/10.1118/1.3469421.

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43

Kendziorra, Emil. "Die Medizin geht online." Public Health Forum 23, no. 3 (September 1, 2015): 167–69. http://dx.doi.org/10.1515/pubhef-2015-0060.

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Zusammenfassung Die Medizin hat den Wandel von der Offline- in die Online-Welt begonnen. Wenn man betrachtet, wie sich Märkte über die Zeit verhalten, erkennt man, dass geradezu jeder Markt irgendwann eine „Transition“ durchläuft. Aus dem Einzelhandel wurde eCommerce, aus CDs und Radio wurde iTunes, Spotify und Streaming. In Amerika, aber auch in Europa, entstehen aktuell die ersten Lösungen. Allerdings ist es noch offen, ob Europa das Thema mit genügend Ersthaftigkeit und öffentlicher Unterstützung angeht.

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44

Rodin, Alexander, Aviv Shachak, Aaron Miller, Vladimir Akopyan, and Nataliya Semenova. "Mobile Apps for Eye Care in Canada: An Analysis of the iTunes Store." JMIR mHealth and uHealth 5, no. 6 (June 14, 2017): e84. http://dx.doi.org/10.2196/mhealth.7055.

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45

NG, CHEN FENG. "ARBITRAGE ACROSS BORDERS: WHY ITUNES GIFT CARDS SELL ABOVE FACE VALUE ON EBAY." Economic Inquiry 51, no. 2 (November 8, 2012): 1299–310. http://dx.doi.org/10.1111/j.1465-7295.2012.00483.x.

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46

von Walter, Benedikt, and Thomas Hess. "iTunes Music Store — Eine innovative Dienstleistung zur Durchsetzung von Property-Rights im Internet." Wirtschaftsinformatik 45, no. 5 (October 2003): 541–46. http://dx.doi.org/10.1007/bf03250919.

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47

Wall, Jennifer J., Heidi N. Beatty, and Michael P. Rogers. "Apps for Teaching, Not Just Reviewing." Teaching Children Mathematics 21, no. 7 (March 2015): 438–41. http://dx.doi.org/10.5951/teacchilmath.21.7.0438.

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Are you fortunate enough to have a classroom set of iPads® or another type of mobile technology? Perhaps you have only one iPad linked to a projector, and you organize students in teams to take turns. What kinds of applications (apps) do you have on your classroom iPads? Looking through the iTunes App Store, one will find many apps designed to allow students to practice basic fact fluency—essentially fancy electronic flash cards. Are these truly the only types of apps that are available?

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Pietrzykowski, Szymon. "„Mój iPhone ma wirusa o nazwie U2, jak go usunąć?” – postrzeganie zespołu U2 w kontekście cyfrowego wydania albumu Songs of Innocence." Media - Kultura - Komunikacja Społeczna 1, no. 13 (February 6, 2019): 103–20. http://dx.doi.org/10.31648/mkks.2990.

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Kontrowersje wokół cyfrowego wydania 13. albumu studyjnego U2 pt. Songs of Innocence, relacjonowane w prezentowanym artykule, posłużyły również za pretekst do przyjrzenia się fenomenowi irlandzkiego zespołu oraz ogólniejszej refleksji nad kondycją współczesnego przemysłu muzycznego i postrzeganiem popkultury, skrajnie odmiennym wśród tak zwanych millenialsów i Baby Boomers, zwolenników U2 lub innych zespołów. Choć dzięki umowie U2 z Apple album ten trafił do rekordowej liczby 500 milionów osób, forma jego wydania (automatyczne dodanie do osobistych bibliotek użytkowników iTunes, bez pytania o ich zgodę) wywołała falę krytyki czy wręcz hejtu.

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Cai, Fei, R. Nicholas Burns, Bridget Kelly, and B. Star Hampton. "CREOGs Over Coffee: Feasibility of an Ob-Gyn Medical Education Podcast by Residents." Journal of Graduate Medical Education 12, no. 3 (June 1, 2020): 340–43. http://dx.doi.org/10.4300/jgme-d-19-00644.1.

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ABSTRACT Background Podcasts and other digital resources are increasingly popular among medical learners and allow the dissemination of research to larger audiences. Little is known about the feasibility of graduate medical education trainees developing podcasts for their own and others' learning. Objective We described the development and implementation of a medical education podcast series by residents for obstetrics and gynecology (Ob-Gyn) resident learning, and demonstrated feasibility, sustainability, and acceptance of this series. Methods We used the Council on Resident Education in Obstetrics and Gynecology (CREOG) educational guidelines to create a weekly study podcast for Ob-Gyn residents over 10 months. Costs and donations (for feasibility), downloads over time (for sustainability), and number of reviews on Apple iTunes and followers on Twitter (for acceptability) were measured. Results Sixty episodes were released from September 30, 2018, to July 28, 2019 (43 weeks). Initial costs included $3,150 startup and $29 monthly. Online donations through Patreon amounted to $200 a month, which covered 58% of startup costs at 10 months and are projected to cover full costs by 1.5 years. The podcast had 173 995 downloads as recorded through Podbean (39 a month in September, increased to 31 206 a month in July). It gained 644 followers on Twitter and 147 ratings on iTunes, with an average of 4.86 out of 5 stars. Conclusions Medical podcasts created by Ob-Gyn residents during their training appear feasible and highly acceptable over a sustained period.

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Bondaronek, Paulina, April Slee, Fiona L. Hamilton, and Elizabeth Murray. "Relationship between popularity and the likely efficacy: an observational study based on a random selection on top-ranked physical activity apps." BMJ Open 9, no. 11 (November 2019): e027536. http://dx.doi.org/10.1136/bmjopen-2018-027536.

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ObjectivesTo explore the relationship between popularity of mobile application (apps) for physical activity (PA) and their likely efficacy. The primary objective was to assess the association between app popularity (indicated by user ratings) and likely efficacy (indicated by the number of Behaviour Change Techniques (BCT) present). The secondary objective was to assess the relationship between user ratings and those BCTs that have been shown to be effective in increasing PA.DesignObservational study.Methods400 top-ranked free and paid apps from iTunes and Google Play stores were screened, and were included if the primary behaviour targeted was PA and they had stand-alone functionality. The outcome variable of user rating was dichotomised into high (4, 5 stars) or low (1, 2, 3 stars) rating.SettingiTunes and Google Play app stores.ParticipantsNo individual participants but the study used user-led rating system in the app store.Primary and secondary outcome measuresBCTs and user rating.ResultsOf 400 apps, 156 were eligible and 65 were randomly selected, downloaded and assessed by two reviewers. There was no relationship overall between star ratings and the number of BCTs present, nor between star ratings and the presence of BCTs known to be effective in increasing PA. App store was strongly associated with star ratings, with lower likelihood of finding 4 or 5 stars in iTunes compared with Google Play (OR 0.74, 95% CI 0.73 to 0.76, p<0.001).ConclusionsThe findings of this study suggest that popularity does not necessarily imply the likelihood of effectiveness. Hence, public health impact is unlikely to be achieved by allowing market forces to ‘prescribe’ what is used by the public.

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