Posttraumatic stress disorder (PTSD) may emerge in late life in the context of illness, role changes, and life review, leading to complications in disease management. The “Talking Later” podcast was developed as an accessible educational product to improve knowledge about late-life PTSD. We describe the process of systematically developing a ten-episode podcast following Kern’s six-step curricular model. Following release, the podcast was evaluated via listenership analytics, external clinician feedback survey (N = 45), and internal team survey (N = 9). In 22 months since release, the podcast was played or downloaded 10,124 times across 45 countries. In the external survey, 97% of clinician experts reported the episodes as engaging and informational; 87% stated that no more than general knowledge of PTSD was required to enjoy the podcast. Qualitative analysis of open-ended feedback items found that participants were interested in learning about additional comorbidities and diversity issues related to late-life trauma reengagement. Both the external and internal survey identified discrete elements for improvement. Results suggest the podcast was engaging and informational to a diverse clinical audience. Podcasts represent a relatively new way to deliver educational content. Further consideration of their pedagogical value and limits is warranted.

创伤后应激障碍（PTSD）可能会在晚年因疾病、角色变化和生活回顾而出现，从而导致疾病管理的并发症。 “Talking Later”播客是作为一种易于使用的教​​育产品而开发的，旨在提高对晚年创伤后应激障碍（PTSD）的了解。我们描述了遵循克恩的六步课程模型系统地开发十集播客的过程。发布后，通过听众分析、外部临床医生反馈调查 (N = 45) 和内部团队调查 (N = 9) 对播客进行了评估。自发布以来的 22 个月内，该播客在 45 个国家/地区被播放或下载了 10,124 次。在外部调查中，97% 的临床专家表示这些事件具有吸引力且信息丰富； 87% 的受访者表示，只需具备 PTSD 的一般知识即可享受该播客。对开放式反馈项目的定性分析发现，参与者有兴趣了解与晚年创伤重新参与相关的其他合并症和多样性问题。外部和内部调查都确定了需要改进的离散要素。结果表明，该播客对不同的临床受众来说具有吸引力且信息丰富。播客代表了一种相对较新的提供教育内容的方式。有必要进一步考虑其教学价值和局限性。