Perception of Web-Based Didactic Activities During the COVID-19 Pandemic Among Anesthesia Residents: Pilot Questionnaire Study

Abstract

Background Physical and social distancing recommendations aimed at limiting exposure during the COVID-19 pandemic have forced residency programs to increasingly rely on videoconferencing and web-based resources. Objective In this pilot study, we aimed to explore the effects of the COVID-19 pandemic on residency training experience, and to delineate the perceived barriers to the successful implementation of web-based medical education. Methods A 19-item survey was compiled and distributed electronically using Qualtrics. This anonymous survey included information on the training level of each resident, their participation in formal didactics before and during the pandemic, and their perception of the ease and limitations of virtual didactics. The resident’s opinions on specific educational resources were assessed, and the effectiveness of new delivery methods on resident engagement and learning was examined. Results Thirty anesthesiology residents were surveyed, 19 of whom agreed to participate in the pilot study. One participant with incomplete responses was excluded, yielding a final cohort of 18 respondents. Most residents (56%, 10/18) reported that the COVID-19 pandemic negatively affected their residency training. The time spent on didactic training and independent studies was, nevertheless, not affected by the pandemic for 90% (16/18) of respondents. Nonetheless, 72% (13/18) of residents were less engaged during virtual lectures in comparison to in-person didactics. Important limitations included distraction from the physical environment (67%, 12/18), internet instability (67%, 12/18), less obligation to participate (44%, 8/18), technical difficulty and unmuted microphones (33%, 6/18, each), and people speaking over each other (28%, 5/18). Despite these limitations, most residents stated that they would like to keep a combination of virtual didactics including live Zoom lectures (56%, 10/18), prerecorded web didactics (56%, 10/18), and virtual ground rounds via Zoom (50%, 9/18) as the “new normal.” Conclusions Despite important limitations listed in this report, anesthesia residents would like to keep a combination of virtual lectures and presentations as the new normal after the COVID-19 pandemic.

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“…Other educational opportunities do exist for PTH fellows including self-direct learning such as the American Society of Transplantation Certain concerns exist with the utilization of a virtual platform for education including "Zoom-fatigue," poor student engagement, technical challenges, increased risk of isolation, and poor motivation. 10,11 Despite concerns using virtual education platforms, the COVID pandemic necessitated the introduction of these platforms for graduate medical education and web-based teaching has become an acceptable method across various training programs. [12][13][14][15] Even within pediatric gastroenterology, 94% of fellowship programs implemented center-only virtual didactics during the COVID pandemic to accommodate changes in the learning environment.…”

“…Certain concerns exist with the utilization of a virtual platform for education including “Zoom‐fatigue,” poor student engagement, technical challenges, increased risk of isolation, and poor motivation 10,11 . Despite concerns using virtual education platforms, the COVID pandemic necessitated the introduction of these platforms for graduate medical education and web‐based teaching has become an acceptable method across various training programs 12–15 .…”

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“…5 Similar to medical students, anesthesia residents have reported preference for a combination of virtual and in-person presentations over didactic lectures alone. 6…”

“…5 Similar to medical students, anesthesia residents have reported preference for a combination of virtual and in-person presentations over didactic lectures alone. 6 Educational videos in medicine must focus on the 5 major elements of fractal learning: novelty, utility, emotional impact, conversation, and entertainment. 1 While learners today may prefer ''information in a nutshell," these videos must be accurate and credible.…”

Evaluation of Online Near-Peer Teaching for Penultimate-Year Objective Structured Clinical Examinations in the COVID-19 Era: Longitudinal Study

“…Additional practical perceived benefits have been reported by medical students during the pandemic, including an absence of travel to attend sessions, flexibility to learn at their own pace, and opportunities to ask questions anonymously, subsequently encouraging wider engagement [11]. Nevertheless, numerous shortcomings of online learning have also been reported, including distraction from the physical environment, participants speaking over each other, and less of a perceived obligation to participate [12].…”