Training “Pivots” from the Pandemic: Lessons Learned Transitioning from In-Person to Virtual Synchronous Training in the Clinical Scholars Leadership Program

Abstract

Introduction Since the inception of distance-based teaching modalities, a debate has ensued over the quality of online versus in-person instruction. Due to the COVID-19 pandemic, a number of teaching environments—including leadership development trainings for post-graduate learners—have been thrust into exploring the virtual learning environment more thoroughly. One three-year leadership development program for interdisciplinary healthcare professionals transitioned three simultaneous leadership intensives from in-person to online in the spring of 2020. Methods Documented changes in overall training length, session length, and session format are described. Further, evaluative data were collected from participants at both retreats via post-session surveys. Ninety-three participants attended the 2019 retreat, and 92 participants attended the 2020 virtual retreat. Quantitative data of three rating questions per session are reported: 1) overall session satisfaction, 2) participants’ reported knowledge gain, and 3) participants’ reported ability gain. Qualitative data were obtained via two open-ended feedback questions per session. Results In comparing pre/post scores for knowledge and ability, participants had meaningful (and in some cases higher) self-reported gains in knowledge and ability measures in the online environment, as compared to the in-person environment. Participants reported statistically significant gains in all sessions for both knowledge and ability. Qualitative data of participant feedback identified a number of positive themes similar across the in-person and virtual settings. Negative or constructive feedback of the virtual setting included time constraint issues (eg too much content in one session, a desire for more sessions overall), technical difficulties, and the loss of social connection and networking with fellow participants as compared to in-person trainings. Discussion While meaningful shifts in knowledge and ability ratings indicate that the transition to successful online learning is possible, several disadvantages remain. The preparation time for both faculty and participants was considerable, there is a need to reduce overall content in each session due to time restraints, and participants indicated feeling the loss of one-on-one connections with their peers in the training. Lessons learned of transitioning leadership training from in-person to an online experience are highlighted.

Reimagining Preceptor Education

“…However, preceptors and unit-based educators preferred in-person/live training with networking and opportunities for discussion and to share stories. This is consistent with the literature that shows a preference for in-person versus virtual training for nurses (Fernandez et al, 2021). Despite limitations posed by virtual learning, both unit-based educators and preceptors found the workshop engaging and met the need for preceptor development.…”

“…Pivoting educational programs from in-person to virtual learning requires expertise and focus on cognitive, social, and educational presence (Fernandez et al, 2021). Successful transition to the virtual format requires thoughtful planning and time (Sweetman, 2021).…”

“…Successful transition to the virtual format requires thoughtful planning and time (Sweetman, 2021). Literature supports that effective virtual learning has three important components: prepared instructors with engaging learner-centered course materials, a community-connected experience, and comfort with new technology tools (Fernandez et al, 2021; LaBorie, 2020). Virtual education delivery, though successful, can come with drawbacks, including limited peer collaborations, social connection, and networking (Fernandez et al, 2021).…”

The Impact of Covid-19 Pandemic on Leadership Development: A Study of Leaders in Jeddah, Saudi Arabia

“…The finding from this research emphasizes the relevance of task-oriented behavior during the crisis but fails to provide any indication of their effectiveness (Stoker, Garretsen, & Soudis, 2019). Employees fear the extreme consequences of virtual leadership training and working environment as a result of crises or pandemics such as Covid-19 that has hit the world economy (Fernandez et al, 2021). It is paramount to have intensive research that provides sufficient information on the leadership context.…”

Comparison of Online to In-Person Administration of a Medical Student Leadership Curriculum

“…A formal leadership curriculum is essential to best prepare trainees for these roles. 1 Physician Executive Leadership (PEL) is an organization at Thomas Jefferson University that provides medical students with leadership education by facilitating sessions led by established medical experts in executive positions. Each session is rooted in 1 or more of PEL’s leadership pillars: Applied Leadership, Quality Improvement, Health Finance, Entrepreneurship/Innovation, Health Policy, and Law/Ethics.…”