In health professions education, technology continues to reshape how we teach and learn. As educators striving to support diverse learning preferences and increase accessibility, we’re continually exploring how generative AI might enhance instruction—particularly as a supplemental, inclusive tool.

In our Health Professions Education Foundations course, we asked students to select a new technology and explore its instructional potential. The goal wasn’t to chase a trend, but to engage meaningfully with a tool that fosters learner engagement and responsibility. One student, Michael Turnwald, took this prompt and created something innovative—a podcast experience powered by AI.

With AI tools now widely accessible, students can instantly generate practice questions, outlines, and lecture alternatives. Though relatively new, these tools are likely here to stay and will continue to evolve.

Why Podcasting?
Podcasting offers a unique space for asynchronous, reflective learning. In fast-paced programs where reading time is limited and attention spans are stretched, podcasts allow students to engage with content while commuting, exercising, or doing chores. For audio learners or those who prefer conversational explanations, podcasts can be both accessible and effective.

When combined with AI, the tool becomes even more powerful.

How Did He Do It?
Michael explains how he experimented with two podcasting methods:

“For this assignment, I selected podcasting as my technology tool, intrigued by its accessibility and relevance to today's learners. I’ve always appreciated the convenience of learning via audio, especially during commutes or while doing routine tasks. As an educator with limited time—and a desire to model lifelong learning—I wondered how this same flexibility might serve my students.

“I created two versions of a podcast based on course-related material. The first was a traditional recording: I held a short Zoom conversation with a colleague, captured the audio using SnagIt, and edited it into an 8-minute segment. This informal, conversational style felt authentic and had the kind of relaxed tone that can make learning feel less intimidating. Then I got curious: what could AI do?”

“Using ChatGPT 4.0, I uploaded the materials I intended to cover in class—notes, articles, slides—and prompted it to generate a podcast script between two fictional healthcare providers. Once I had a satisfactory script, I fed it into Play.ht, an AI-powered voice generator. The result? A surprisingly natural-sounding dialogue between two “experts”—complete with names, credentials, banter, and subtle inflections. It was uncanny. These people don’t exist, and yet their voices felt real.”

Listen to the podcast here.

How It Supports Learning
This approach is not a replacement for instruction but a flexible supplement. Michael’s AI-generated podcast offered learners a low-stakes, convenient way to revisit key concepts. For his Instructional Experience Project (IEP)—which prepares students for emergency response roles—the podcast reinforced ideas, modeled professional dialogue, and provided context. The podcast doesn’t introduce new content; it reiterates what’s already been presented in lectures, readings, or slides. Like recitation or office hours, it supports review and discussion. It also simulates informal “hallway learning” that happens among clinicians. Narrative-driven discussions help students understand how professionals think, problem-solve, and communicate.

Supporting Universal Design

A key insight was how this tool aligns with Universal Design for Learning (UDL). Specifically, it provides:

  • Multiple means of representation: Students engage with content in a non-text format, suiting auditory learners or those who struggle with dense reading.
  • Flexibility: Learners access content on their own time—helpful for those balancing work, family, or neurodivergent needs.
  • Lower barriers to engagement: Students who feel overwhelmed by traditional assessments can absorb material in a lower-pressure way.

AI-generated podcasts also normalize diverse learning styles, promoting a classroom culture that anticipates varied needs rather than reacting after the fact.

Cautions and Considerations
While promising, AI-generated content must be used thoughtfully. It can lack nuance, introduce bias, or misstate facts. Instructors must review and edit content to ensure accuracy and alignment with learning goals. Transparency is key—students should know when content is AI-generated and be encouraged to evaluate its credibility. This supports digital literacy and academic integrity.

Cited sources used as inputs for script generation should be included to ensure accountability and allow for critical review. Additionally, GPT-generated scripts may oversimplify material, omitting key details and leading to gaps in understanding.

To evaluate effectiveness, Michael will track podcast engagement via LMS analytics or platforms like Spotify and YouTube, and gather feedback through course surveys. These insights will guide future iterations and help determine the podcast’s impact across learner profiles.

Final Thoughts
As educators, we navigate the space between innovation and intentionality. AI-generated podcasting offers exciting potential for inclusive, accessible education—but also reminds us to reflect on our tools, their purpose, and how we use them.

Michael’s project exemplifies curiosity and critical thinking. It encourages us to reimagine the learning environment—not as a fixed location, but as something flexible, responsive, and student-centered.

As tech becomes more integrated into students’ lives, they will increasingly explore tools that support their learning. We may have reservations, but staying informed helps us understand and support their experiences more fully.

Whether students are in a lecture hall, a hospital, or walking the dog with earbuds in, great teaching meets them where they are—and gives them new ways to connect, reflect, and grow.