Isadora Maria Paiva Simplício, José Evando da Silva-Filho, Joana Lia Freitas Furtado, Paulo Leonardo Ponte Marques, Lucianna Leite Pequeno, Aldo Angelim Dias
The podcast proved effective as an accessible pedagogical resource by facilitating high student satisfaction and positive perceptions of usefulness. While student feedback indicates that the conversational format reduced anxiety and enhanced a sense of convenience and schedule autonomy, the findings reflect perceived educational value rather than direct measures of learning effectiveness, knowledge retention, or actual behavioural change.
AIM: This study aimed to evaluate the satisfaction of Dentistry students at the regarding the podcast on research ethics.
METHODS: This qualitative, cross-sectional, descriptive, and evaluative study involved students from the final year. A semi-structured questionnaire guided interviews with 10 students. The analysis followed the Collective Subject Discourse (CSD) framework.
RESULTS: Results were organised into four categories: (i) general evaluation; (ii) content addressed; (iii) usage as a learning tool; and (iv) the importance of research ethics. Participants reported ease of use, clarity in the information presentation format, and the demystification of the bureaucratic nature of the Research Ethics Committee (REC). Furthermore, interviewees revealed a prior lack of knowledge regarding scientific initiation and the relevance of ethics in professional, academic, and scientific spheres.
CONCLUSION: The podcast proved effective as an accessible pedagogical resource by facilitating high student satisfaction and positive perceptions of usefulness. While student feedback indicates that the conversational format reduced anxiety and enhanced a sense of convenience and schedule autonomy, the findings reflect perceived educational value rather than direct measures of learning effectiveness, knowledge retention, or actual behavioural change.