Department of General Surgery, Washington University in St. Louis, Missouri.
Department of General Surgery, Washington University in St. Louis, Missouri.
J Surg Educ. 2021 Nov-Dec;78(6):e112-e120. doi: 10.1016/j.jsurg.2021.05.009. Epub 2021 Jun 29.
The COVID-19 pandemic has resulted in a significant shift to virtual resident education. While novel methods for virtual resident training have been described, many of these demonstrate a substantial change from previous instructional methods and their efficacy cannot be directly compared to in-person teaching. We sought to determine if the conversion of our intern "summer school" from an in-person to online format (a) impacted the knowledge acquisition of interns, and (b) their preferences for senior resident-led didactics.
A senior-resident led intern summer curriculum was started in an in-person format with the 2019-2020 academic year. Interns underwent assessments of their knowledge and surveys of changes in subject confidence. After the COVID-19 pandemic, the curriculum was shifted to an online format for the academic year 2020-2021.
Washington University in St. Louis, an academic medical center located in St. Louis, Missouri PARTICIPANTS: PGY1 general surgery residents during academic year 2019-2020 (n = 13) and 2020-2021 (n = 14).
In both years, interns demonstrated significant increases in confidence pre- and post-summer school in all domains (p <0.01). This was no different between the in-person and the virtual administration of the bootcamp (p 0.76). In both virtual and in-person curricula, interns demonstrated increased knowledge as measured by multiple choice, boards-style question quizzes. There were no significant differences between virtual and in-person formats. In both formats, interns reported a preference for senior residents as teachers (81% v. 77%) and increased comfort in asking questions in senior resident-led vs. attending-led didactics (91% v 100%).
Virtual senior-resident led intern educational sessions are equally as effective as in-person sessions for knowledge acquisition and improving confidence in intern-specific domains. In both virtual and in-person settings, interns prefer senior resident teachers to attendings. Virtual senior resident-led education is an effective and simple method for intern instruction, regardless of the format/approach.
COVID-19 大流行导致虚拟住院医师教育发生重大转变。虽然已经描述了用于虚拟住院医师培训的新方法，但其中许多方法与以前的教学方法有很大的不同，并且其效果不能直接与面对面教学进行比较。我们试图确定将我们的实习医生“暑期学校”从面对面形式转换为在线形式是否（a）影响实习医生的知识获取，以及（b）他们对高级住院医师主导的教学方法的偏好。
2019-2020 学年，以高级住院医师为主导的实习医生暑期课程以面对面的形式开始。实习医生接受了知识评估和主题信心变化调查。COVID-19 大流行后，该课程于 2020-2021 学年转为在线形式。
华盛顿大学圣路易斯分校，位于密苏里州圣路易斯的学术医疗中心
2019-2020 学年（n=13）和 2020-2021 学年（n=14）的 PGY1 普通外科住院医师。
在这两年中，实习医生在所有领域的暑期学校前后都表现出明显的信心增强（p<0.01）。这与夏令营的面对面和虚拟管理方式不同（p=0.76）。在虚拟和面对面课程中，实习医生在多项选择题、板型问题测验中表现出知识的增加。虚拟和面对面格式之间没有显着差异。在这两种格式中，实习医生报告说更喜欢高级住院医师作为教师（81%比 77%），并且在高级住院医师主导的教学法中比在主治医生主导的教学法中更愿意提问（91%比 100%）。
虚拟高级住院医师主导的实习医生教育课程与面对面课程一样，对于知识获取和提高实习医生特定领域的信心同样有效。在虚拟和面对面环境中，实习医生更喜欢高级住院医师教师而不是主治医生。虚拟高级住院医师主导的教育是一种有效的简单方法，适用于实习医生教学，无论格式/方法如何。
