Co-designing a digital problem-based learning (DPBL) intervention informed by medical students’ perspectives: Student-produced podcasts to enhance collaborative competencies

Podcasting is increasingly integrated into medical education and formal curricula. Although creative podcasting has been successfully applied in various contexts, the use of podcasts in medical education has primarily been substitutional and supplementary. Creative podcasting aligns with problem-based learning principles by transforming students from passive recipients into active learners. This preliminary co-design study explored medical students’ perspectives on using creative, student-produced podcasts to enhance collaborative competencies and their preferences for designing a new educational intervention. The study, approved by Aalborg University's Ethics Committee, employed semi-structured focus group interviews with medical students to co-design a podcast-based intervention. Data were analysed using Braun and Clarke’s reflexive thematic analysis, guided by the activity-centred analysis and design (model. Students emphasised the need for clear guidelines, process orientation and methodological variation (epistemic design); suitable environments, accessible technology and supervisor support (set design), as well as interpersonal interactions and optimal group composition (social design). Co-designing with students aligns with existing literature and offers valuable insights for tailoring technology-enhanced educational interventions to local contexts.   Implications for practice or policy:

Course leaders can co-design learning activities with students to align interventions with local contexts and existing literature. Educators can create a safe learning environment for creative student-produced podcasting that encourages exploration, risk-taking and openness. Educators may support equitable participation by providing a good-start guide with technical guidance and clear expectations. Curriculum designers can emphasise process over product when integrating creative student-produced podcasts to promote meaningful collaboration.