Haggar Faye L, Duhachek-Stapelman Amy L, Beebe-Iske Danielle R, Matya Sarah E, Guziec Amy N, Goergen Katie J, Dutoit Andrea P
The following authors are in the Department of Anesthesiology, College of Medicine, University of Nebraska Medical Center, Omaha, NE: is Director of Education Development and Academic Technology, Educational Researcher, and Assistant Professor; is Vice Chair of Education and Professor; is Associate Residency Program Director for Education and Assistant Professor; is Communications Specialist; and is Resident Program Director and Associate Professor.
is an Administrator in the Division of Gastroenterology and Hepatology, College of Medicine, University of Nebraska Medical Center, Omaha, NE.
J Educ Perioper Med. 2022 Apr 1;24(2):1-11. doi: 10.46374/volxxiv_issue2_haggar. eCollection 2022 Apr-Jun.
The COVID-19 pandemic in 2020 led to multiple changes in graduate medical education programs across the country, including the switch to virtual interviews for all residency applicants instead of on-site visits. The rapid transition to virtual interviews introduced challenges, including limited opportunities to formally and informally interact with residents and faculty, observe the clinical and educational environments, and explore the local culture and community. As a result, programs were advised to heavily invest in and create comprehensive digital resources including but not limited to video tours and multimedia resources describing programmatic details.
In preparation for the virtual interview season of 2020-2021, digital recruitment materials were created for the University of Nebraska Medical Center's Anesthesiology residency applicants to provide the information that they would traditionally receive during an in-person interview experience. The objectives of the study were (1) to assess which digital materials residency applicants accessed most frequently during the interview season, and (2) to determine if the digital materials were helpful for the residency applicant in best determining program fit as part of the interview process. A post-interview survey and user analytics were analyzed.
With a survey response rate of 58% (n = 87 of 150) and a Web-based email-open rate of 98% (n =147 of 150), the data revealed that the favored digital materials were the "What Residents Say" video and the Residency Applicant Handbook. These were also the most helpful for the residency applicant in best determining program fit.
This study shows that resources that allowed students to better assess their "fit" in the program were highly accessed and valued, as were detailed descriptions of the clinical and educational aspects of the training program found in the resident handbook.
2020年的新冠疫情导致全国研究生医学教育项目发生了多项变化，包括所有住院医师申请人的面试改为虚拟面试，而非现场面试。向虚拟面试的快速转变带来了挑战，包括与住院医师和教员进行正式和非正式互动、观察临床和教育环境以及探索当地文化和社区的机会有限。因此，建议各项目大力投资并创建全面的数字资源，包括但不限于视频参观以及描述项目细节的多媒体资源。
为准备2020 - 2021年虚拟面试季，为内布拉斯加大学医学中心麻醉学住院医师申请人创建了数字招聘材料，以提供他们在传统现场面试中会获得的信息。该研究的目的是：（1）评估住院医师申请人在面试季最常访问哪些数字材料；（2）确定数字材料是否有助于住院医师申请人在面试过程中更好地确定项目匹配度。对面试后的调查和用户分析数据进行了分析。
调查回复率为58%（150人中87人回复），基于网络的邮件打开率为98%（150人中147人打开），数据显示最受欢迎的数字材料是“住院医师怎么说”视频和《住院医师申请人手册》。这些材料对住院医师申请人在确定项目匹配度方面也最有帮助。
本研究表明，那些能让学生更好地评估自身与项目“匹配度”的资源访问量高且受到重视，住院医师手册中对培训项目临床和教育方面的详细描述也是如此。
