Podcasting can be a mobile learning strategy for higher education and a great way for health communication in the postpandemic era. The authors designed a storytelling assignment in a master's creative teaching course to provide graduate students with opportunities for applying social media to health education and getting involved in construction of learning for others. As most students were senior nurses or clinical preceptors from various disciplines, each student was asked to write and talk about their own story. Guidelines for the story were as follows: (1) logically describe the person, time, place, and ideas of the story intent to convey; and (2) list teaching points, educational theories, or innovative teaching methods, and summarize the clinical implication of the story to help the listeners learn. Twelve students divided their work to write the proposal, edit stories, and draft the interview questions and were responsible for hosting, recording, editing, dubbing, and publicity. The stories were recorded in the audio format, and finally a 12-episode show "What Teachers Don't Teach" was produced, each episode about 30 minutes in duration (Podcast Example

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). From students' final reports, they expressed connecting theory with practice, giving meaning to each story, and gaining hands-on experience of podcasting: "I feel excited and fulfilled when each episode of the show is on the platform." This learning activity increased students' learning motivation, innovation, collaboration, and communication abilities. In addition, storytelling is a reflective teaching strategy that not only strengthens peer relationships but also fosters trust and respect by sharing one's own stories.