Fedoruk Kelly, Abir Gillian, Carvalho Brendan
Anesthesiology, Stanford University, Stanford, USA.
Cureus. 2022 Jun 29;14(6):e26423. doi: 10.7759/cureus.26423. eCollection 2022 Jun.
The COVID-19 pandemic brought many changes to medical training, including in-person education platforms being disbanded and replaced with virtual education. At our institution, dedicated obstetric anesthesiology teaching for residents and fellows occurs daily and is highly valued and rated. In March 2020 due to the COVID-19 pandemic, we changed the teaching platform from in-person to virtual teaching (via video communication). We subsequently surveyed residents, fellows, and attendings to determine the impact of virtual compared with in-person teaching.
To assess the impact of this change, an electronic survey was sent to 10 anesthesiology residents on their 2nd obstetric anesthesiology rotation, and 10 residents on their 1st rotation, respectively. The electronic survey was also sent to three fellows and eight obstetric anesthesiology attendings. Answers were based on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree).
The results for 1st rotation residents were higher in all domains compared with 2nd rotation residents and fellows, where "quality" achieved statistical significance (p=0.009) between 1st and 2nd rotation residents. "Engagement" was overall the most impacted domain for trainees. Attendings did not feel that virtual teaching impacted their ability to provide adequate education, however, learner engagement was again the lowest rated domain, and teachers strongly favored resuming in-person teaching.
Virtual teaching is an appropriate alternative when in-person teaching is not possible. Future initiatives are needed to improve engagement and better facilitate virtual teaching.
2019冠状病毒病疫情给医学培训带来了诸多变化，包括面对面教育平台被解散，取而代之的是虚拟教育。在我们机构，每天都会为住院医师和研究员提供专门的产科麻醉学教学，且备受重视和好评。2020年3月，由于2019冠状病毒病疫情，我们将教学平台从面对面教学改为虚拟教学（通过视频通信）。随后，我们对住院医师、研究员和主治医生进行了调查，以确定虚拟教学与面对面教学相比的影响。
为评估这一变化的影响，我们分别向10名处于第二次产科麻醉学轮转的麻醉学住院医师和10名处于第一次轮转的住院医师发送了电子调查问卷。电子调查问卷也发送给了3名研究员和8名产科麻醉学主治医生。答案基于5分李克特量表（1 = 强烈不同意，5 = 强烈同意）。
与第二次轮转的住院医师和研究员相比，第一次轮转住院医师在所有领域的得分都更高，其中“质量”在第一次和第二次轮转住院医师之间达到了统计学显著性（p = 0.009）。“参与度”总体上是受影响最大的学员领域。主治医生认为虚拟教学并未影响他们提供充分教育的能力，然而，学习者参与度再次是评分最低的领域，并且教师强烈倾向于恢复面对面教学。
当无法进行面对面教学时，虚拟教学是一种合适的替代方式。未来需要采取举措来提高参与度并更好地促进虚拟教学。
