Narain Tushar Aditya, Mittal Ankur, Singh Vanya, Panwar Vikas Kumar
Department of Urology, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India.
J Educ Health Promot. 2021 Mar 31;10:116. doi: 10.4103/jehp.jehp_769_20. eCollection 2021.
The COVID-19 disease has resulted in an almost complete shutdown of all services worldwide. Hospitals continued to provide emergency services and treatment for COVID-19 disease. Teaching hospitals like ours had another responsibility at hand; training of our surgical residents. Not allowing this pandemic to take away months of training, we resorted to online virtual training programs, for continuing academic activities. After having conducted thirty such sessions, we took feedback from the participating students and faculty members to evaluate the usefulness of this new initiative and identify the lacunae that needed to be addressed.
The initial twenty classes were held on the GoTo Meeting ® online platform, whereas the last ten were conducted using the Google Meet application. A 20-item questionnaire covering four broad domains of general perception, feasibility, knowledge gained, and drawbacks was circulated, and 19 responses were registered anonymously. Strength, weakness, opportunity, and threat analysis was done based on the responses received.
About 89.5% of the participants believed that online classes were the ideal platform for continuing education and 84.2% of the participants were overall satisfied with the whole exercise. The Achilles' heel was the availability of a good Internet connection, and the major lacunae were the poor quality of video and audio transmission. Seventy-four percent of the participants wanted to continue online training in the future too, whereas 26% wanted to revert to the traditional face-to-face teaching.
Online virtual training classes are an effective and feasible alternative to traditional teaching in times such as these, which demanded strict social distancing. It naturally lacked the warmth and personal touch of the traditional teaching classes, but it allowed us to continue teaching our residents and also prepare them to face the biggest menace of all times.
新冠疫情导致全球几乎所有服务全面停摆。医院继续为新冠患者提供急诊服务和治疗。像我们这样的教学医院还有另一项重任：培训外科住院医师。为了不让这场疫情剥夺数月的培训时间，我们借助在线虚拟培训项目来继续学术活动。在开展了三十次这样的课程后，我们收集了参与学生和教员的反馈，以评估这一新举措的实用性，并找出需要解决的不足之处。
最初的二十堂课在GoTo Meeting®在线平台上进行，而最后十堂课使用谷歌Meet应用程序开展。我们发放了一份涵盖总体认知、可行性、所学知识和缺点这四大领域的20项问卷，并匿名收集到了19份回复。基于收到的回复进行了优势、劣势、机会和威胁分析。
约89.5%的参与者认为在线课程是继续教育的理想平台，84.2%的参与者对整个活动总体满意。薄弱环节在于良好网络连接的可用性，主要不足在于视频和音频传输质量差。74%的参与者希望未来也继续参加在线培训，而26%的参与者希望恢复传统的面对面教学。
在像这样需要严格保持社交距离的时期，在线虚拟培训课程是传统教学的一种有效且可行的替代方式。它自然缺乏传统教学课堂的温暖和人际接触，但它让我们能够继续培训住院医师，也让他们做好准备应对有史以来最大的威胁。
