Eveland A Peter, Prado Lissett G, Wilhelm Sabrina R, Wong Stephanie, Barsky Sanford H
Department of Medical Education, Cancer Center and Institute for Personalized Medicine, California University of Science and Medicine.
Med Educ Online. 2021 Dec;26(1):1992820. doi: 10.1080/10872981.2021.1992820.
The COVID-19 pandemic has mandated the use of virtual interactions in medical school. Although this falls mainly in the area of didactic instruction, of necessity, it has extended to the critical Admissions Process and the Medical School Interview itself. The California University of Science and Medicine (CUSM) with their flipped classroom approach had previously entered a virtual space of instruction even before COVID-19. Because CUSM was, in a sense, already committed to 'virtual' education, in the face of the COVID-19 pandemic, CUSM focused not on what it might lose but what it might gain and what their applicants to medical school might gain with the virtual format. The COVID-19 pandemic provided a unique opportunity to initially compare the Virtual Interview with the traditional On-Campus (In-Person) Interview during the hybrid 2020 year when the COVID-19 pandemic began. The Virtual Interview was patterned after the On-Campus Interview with some modifications. The same faculty conducted both interviews. A number of inherent advantages of the Virtual Interview surfaced to these faculty interviewers based on their subjective observations and conclusions. The overall interviewee satisfaction with the Virtual Interview was very positive based on their subjective observations and conclusions. The objective data from the Virtual Interviews compared to the On-Campus Interviews in the hybrid year resulted in a greater percentage of both offers of acceptance (p = .001) and matriculations (p = .001). In order to strengthen our initial observations, we expanded our study to include 2 pre-COVID-19 years (2018, 2019) of exclusively On-Campus interviews (n = 743) and 1 additional COVID-19 year (2021) of exclusively Virtual Interviews (n = 529). In this expanded study, interviewee demographics were not confounding and the Virtual Interview gave rise to overall greater interviewee satisfaction (p = .001), a trend to greater interviewer satisfaction and a greater percentage of both offers of acceptance (p = .047) and matriculations (p = .036).
新冠疫情使得医学院必须采用虚拟互动方式。尽管这主要集中在理论教学领域，但不可避免地，它已扩展到关键的招生过程和医学院面试本身。加利福尼亚科学与医学院（CUSM）采用翻转课堂教学法，甚至在新冠疫情之前就已进入虚拟教学空间。由于CUSM在某种意义上已经致力于“虚拟”教育，面对新冠疫情，CUSM关注的不是可能失去什么，而是可能获得什么，以及其医学院申请者通过虚拟形式可能获得什么。新冠疫情提供了一个独特的机会，在2020年新冠疫情开始的混合年份，初步比较虚拟面试与传统的校内（面对面）面试。虚拟面试是在校内面试的基础上进行了一些修改。由同一批教员进行这两种面试。基于他们的主观观察和结论，虚拟面试的一些固有优势在这些教员面试官面前显现出来。基于他们的主观观察和结论，面试者对虚拟面试的总体满意度非常高。与混合年份的校内面试相比，虚拟面试的客观数据显示，录取通知（p = 0.001）和入学人数（p = 0.001）的百分比都更高。为了强化我们的初步观察结果，我们扩大了研究范围，纳入了新冠疫情前的2年（2018年、2019年）仅有的校内面试（n = 743）和新冠疫情后的1年（2021年）仅有的虚拟面试（n = 529）。在这项扩大的研究中，面试者的人口统计学特征没有造成混淆，虚拟面试使面试者的总体满意度更高（p = 0.001），有面试官满意度提高的趋势，以及录取通知（p = 0.047）和入学人数（p = 0.036）的百分比更高。
