Department of Molecular Physiology and Biophysics, School of Medicine Basic Sciences, Vanderbilt University School of Medicine, Nashville, Tennessee, United States.
Department of Pharmacology, School of Medicine Basic Sciences, Vanderbilt University, Nashville, Tennessee, United States.
Adv Physiol Educ. 2024 Sep 1;48(3):661-669. doi: 10.1152/advan.00073.2023. Epub 2024 May 2.
The COVID-19 pandemic and subsequent policies (e.g., social distancing, travel restrictions) challenged both organizers for and attendees of programs typically held in person. Many scientific training programs quickly adapted to virtual formats by incorporating digital assets developed for virtual learning and remote social engagement. At the outset, the value of continuing digital elements with future in-person events was unclear. To examine how virtual resources supported heterogeneous professional training programs, we reviewed survey data for a 14-year-old training program for scientific professionals titled "Isotope Tracers in Metabolic Research: Principles and Practice of Kinetic Analysis." We found a positive relationship between survey satisfaction and the postpandemic in-person program that included digital assets held in 2022 compared to prepandemic in-person programs. To better understand the postpandemic program satisfaction, we assessed the 2021 virtual course format and survey data. We found that although there was a desire to return to in-person programs, the digital assets and approaches were valued. In examining the individual programmatic elements in the 2022 in-person course, there was better "value and understandability" of lectures over previous in-person years. These findings highlight how incorporating new digital engagement strategies for professional development benefits even the most established programs in supporting heterogeneous learners. We examined impact of leveraging digital assets to support virtual engagement for an in-person program. Using survey data of a 14-year-old program for scientific professionals, we compared pre- and postpandemic in-person programs. Through incorporating digital assets, we found increased survey satisfaction compared to prepandemic in-person programs. These findings highlight how incorporating new digital engagement strategies benefits even the most successful professional development programs.
新冠疫情和随后的政策（例如社交距离、旅行限制）对原本以面对面形式举办的计划的组织者和参与者都构成了挑战。许多科学培训计划通过纳入为虚拟学习和远程社交活动开发的数字资产，迅速适应了虚拟模式。起初，未来面对面活动继续使用数字元素的价值尚不清楚。为了研究虚拟资源如何支持多样化的专业培训计划，我们审查了一项为期 14 年的科学专业人员培训计划的调查数据，该计划名为“代谢研究中的同位素示踪剂：动力学分析的原理和实践”。我们发现，与大流行前的面对面计划相比，对包括 2022 年持有的数字资产的大流行后面对面计划的调查满意度与调查满意度呈正相关。为了更好地了解大流行后计划的满意度，我们评估了 2021 年的虚拟课程格式和调查数据。我们发现，尽管人们渴望回到面对面的课程，但数字资产和方法还是很有价值的。在检查 2022 年面对面课程中的个别课程元素时，讲座的“价值和可理解性”要好于前几年的面对面课程。这些发现强调了为专业发展采用新的数字参与策略如何使即使是最成熟的计划也能受益于支持多样化学习者。我们研究了利用数字资产为面对面计划的虚拟参与提供支持的影响。通过使用一项为期 14 年的科学专业人员计划的调查数据，我们比较了大流行前和大流行后的面对面计划。通过纳入数字资产，我们发现与大流行前的面对面计划相比，调查满意度有所提高。这些发现强调了采用新的数字参与策略如何使即使是最成功的专业发展计划也能受益。
