Purpose In response to the COVID-19 pandemic, many post-graduate medical education lectures and conferences have been moved to a virtual platform. Questions remain regarding the effectiveness of virtual education, what types of educational offerings can be transitioned to a virtual format, and what types of curricula should still take place in person. Methods This study surveyed trainees from the United States who participated in a single institution’s hand surgery virtual flipped classroom curriculum consisting of six, week-long modules. Demographics, pre- and post- module achieved level of learning based on Bloom’s taxonomy, technology usage, and preferences were surveyed. Results Forty one of 65 (63.1%) participants responded to the survey. Trainees included hand surgery fellows (27/41,65.9%), orthopedic surgery residents (11/41,26.8%), and plastic surgery residents (3/41,7.3%). Participants primarily utilized a laptop to access articles (31/41,75.6%), view lectures (29/41,70.7%), and observe conferences (32/41,78.0%). On average, the majority of trainees read, viewed, and participated in more than half of the articles (28/41,68.3%), electronic videos (31/41,75.6%), and conferences (35/41,85.4%) per week. Median level of achieved learning increased from “I can apply” to “I can analyze” for all modules. Self-directed learning was preferred for basic fact and knowledge (26/41,63.4%) and faculty-directed learning was preferred to review and practice advanced concepts (34/41,82.9%). Participants perceived benefits of the virtual curriculum to include increased scheduling flexibility (8/41,19.5%), expert opinions (7/41,17.1%), and diversity of educational formats (3/41,7.3%). Perceived drawbacks included decreased interaction (8/41,19.5%), technical difficulties (6/41,14.6%), excessive detail (3/41,7.3%), and single institution bias (2/41,4.9%). Conclusions The flipped virtual classroom model is a highly effective and preferred method of instruction for trainees. Trainees achieved a higher level of learning following completion of each week long modules. Three considerations for implementation of a virtual curriculum include content quality, quantity, and reducing single-institution bias. Clinical Relevance Implementation of virtual learning can enhance hand surgery education for the modern learner.