Applying Constructive Alignment to Enhance the Educational Structure of the European Society for Vascular Surgery Podcasts

IF 1.8 Q3 PERIPHERAL VASCULAR DISEASE

EJVES Vascular Forum Pub Date : 2026-01-01 Epub Date: 2026-02-13 DOI:10.1016/j.ejvsvf.2026.02.002

Carlota F. Prendes , Laurence Bertrand , Vaiva Dabravolskaite , Suzanne Stokmans , Egle Kavaliunaite , Melina Vega de Ceniga

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Abstract

Objective

Medical podcasts are increasingly being recognised as flexible, accessible tools for lifelong learning. However, their educational structure and cognitive demands often remain informal and unstandardised. This study aimed to evaluate the educational quality of the European Society for Vascular Surgery (ESVS) vascular surgery podcasts using pedagogical frameworks and propose enhancements to improve their impact.

Methods

A mixed methods educational design was employed, structured around three core components: an exploratory online survey guided by the Kirkpatrick Evaluation Model; application of Bloom's Revised Taxonomy to analyse three selected podcast episodes; and creation of pedagogical enhancements for them according to constructive alignment principles. The primary outcome was to identify areas where targeted improvements could enhance their overall educational impact.

Results

Fifty-seven participants completed the online survey. Over 70% indicated that the podcasts had improved their understanding of vascular surgery topics (Kirkpatrick Level 2) and 75% reported that they had applied podcast content in practice (Kirkpatrick Level 3). Content analysis of the selected podcast episodes revealed good alignment with Bloom's lower order cognitive skills (remembering, understanding, applying), with occasional support for higher order domains (analysing, evaluating, creating). Potential educational enhancements also supported by survey responders included brief episode summaries (68%), links to further readings and references (51%), and inclusion of intended learning objectives (37%). These enhancements were categorised as low to moderate effort with high potential educational impact.

Conclusion

The ESVS podcast series is a valued educational tool. Integration of pedagogically informed features such as intended learning outcomes, summaries, and linked references, could enhance learning outcomes and retention without significantly increasing production demands.

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应用建设性的联盟来加强欧洲血管外科学会播客的教育结构

医学播客越来越被认为是一种灵活、方便的终身学习工具。然而，他们的教育结构和认知需求往往是非正式的和不规范的。本研究旨在利用教学框架评估欧洲血管外科学会（ESVS）血管外科播客的教学质量，并提出改进建议以提高其影响。方法采用混合方法的教育设计，围绕三个核心组成部分：以Kirkpatrick评估模型为指导的探索性在线调查；应用Bloom修订分类法对三集播客进行分析并根据建设性对齐原则为他们创造教学改进。主要结果是确定有针对性的改进可以提高其整体教育影响的领域。结果57名参与者完成了在线调查。超过70%的人表示播客提高了他们对血管外科主题的理解（Kirkpatrick Level 2）， 75%的人表示他们在实践中应用了播客内容（Kirkpatrick Level 3）。对所选播客剧集的内容分析显示，布鲁姆的低阶认知技能（记忆、理解、应用）与布鲁姆的低阶认知技能（分析、评估、创造）有很好的契合。调查应答者还支持潜在的教育增强功能，包括简短的剧集摘要（68%），进一步阅读和参考文献的链接（51%），以及包含预期的学习目标（37%）。这些改进被归类为低到中等程度的努力，具有很高的潜在教育影响。结论ESVS播客系列是一种有价值的教育工具。整合教学信息特征，如预期学习成果、摘要和相关参考文献，可以在不显著增加生产需求的情况下提高学习成果和记忆。

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