Integrating videopodcasting into health sciences education: Results of a digital production–based teaching innovation

Abstract

This article systematizes a teaching innovation experience implemented in the Master's Program in Health Sciences Education at the University of Chile, within the project “Videopodcasting in Graduate Education: Enhancing Educational Quality through Digital Innovation” (FIID, UCH21991). The initiative aimed to strengthen digital, communicational, and pedagogical competencies through the intentional use of videopodcasting as a formative strategy in health sciences higher education. The experience took place in the module “New Trends in Health Sciences Education,” lasting four weeks and involving twelve students organized into thematic teams. Each group conducted bibliographic searches, produced argumentative scripts, and created audiovisual capsules using the U-Cursos platform and specific assessment rubrics. Quantitative data were collected through the institutional teaching performance survey, and qualitative data through content analysis of forums and closing reflections. Results show an average grade of 6.0 (on a 1–6 scale), higher than institutional and program averages, along with strong conceptual appropriation, critical synthesis, and professional applicability. Qualitative findings highlight positive perceptions of the methodology, theory–practice integration, and the use of multimodal formats. Overall, the experience demonstrates that videopodcasting, when integrated with an explicit pedagogical purpose, is an effective strategy to promote meaningful learning and teaching competencies in health sciences education, with high potential for replication.