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Perceptions of a virtual education platform: how plastic surgery education has progressed during the COVID-19 pandemic at one academic institution
BACKGROUND: To continue education during the COVID-19 pandemic, we implemented a Virtual Education Platform (VEP) and Virtual Visiting Professorship (VVP) in March 2020 into our plastic surgery residency curriculum. This study investigated resident and guest speaker perceptions of the VEP since the...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10537510/ https://www.ncbi.nlm.nih.gov/pubmed/37759220 http://dx.doi.org/10.1186/s12909-023-04645-y |
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author | Song, Siyou Nguyen, Audrey Rosser, Micaela Steiner, Gabriela Kim, Esther A. |
author_facet | Song, Siyou Nguyen, Audrey Rosser, Micaela Steiner, Gabriela Kim, Esther A. |
author_sort | Song, Siyou |
collection | PubMed |
description | BACKGROUND: To continue education during the COVID-19 pandemic, we implemented a Virtual Education Platform (VEP) and Virtual Visiting Professorship (VVP) in March 2020 into our plastic surgery residency curriculum. This study investigated resident and guest speaker perceptions of the VEP since the start of the pandemic. METHODS: The VEP consists of weekly VVP lectures and usual conferences held over Zoom. In May 2020, residents and speakers completed surveys that assessed the perceptions of the VEP using a 5-point Likert scale and open-ended responses. In August 2021, residents also completed follow-up surveys. RESULTS: A total of 19 (100%) residents and 10 (100%) speakers responded to the 2020 surveys and 15 (88.2%) residents responded to the 2021 follow-up survey. Speakers represented nine academic institutions, one international. 74% of residents responded that they learned a lot or a great deal from the VVP. In 2021, 100% of residents agreed that virtual conferences should remain a core component in PRS residency education, even after social distancing requirements subside. The VVP lectures were mentioned as the most helpful lectures in both years. Easy accessibility without travel time was the most mentioned advantage of the VEP in both years, with significantly more residents citing this benefit in 2021 (p = 0.0076). The most reported disadvantage for residents was the lack of social interaction and community in both years, with significantly more residents in 2021 citing this as a disadvantage (p = 0.0307). Residents’ attitudes also shifted such that significantly more residents liked and were satisfied with the VVP lectures from 2020 to 2021 (p = 0.04). CONCLUSION: Over a year into the COVID-19 pandemic, resident perceptions of a virtual education platform and virtual visiting professorship were very positive. The quick development, implementation, and high efficacy of these educational experiences underscore that learning is possible in alternative forms in unprecedented times. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04645-y. |
format | Online Article Text |
id | pubmed-10537510 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-105375102023-09-29 Perceptions of a virtual education platform: how plastic surgery education has progressed during the COVID-19 pandemic at one academic institution Song, Siyou Nguyen, Audrey Rosser, Micaela Steiner, Gabriela Kim, Esther A. BMC Med Educ Research Article BACKGROUND: To continue education during the COVID-19 pandemic, we implemented a Virtual Education Platform (VEP) and Virtual Visiting Professorship (VVP) in March 2020 into our plastic surgery residency curriculum. This study investigated resident and guest speaker perceptions of the VEP since the start of the pandemic. METHODS: The VEP consists of weekly VVP lectures and usual conferences held over Zoom. In May 2020, residents and speakers completed surveys that assessed the perceptions of the VEP using a 5-point Likert scale and open-ended responses. In August 2021, residents also completed follow-up surveys. RESULTS: A total of 19 (100%) residents and 10 (100%) speakers responded to the 2020 surveys and 15 (88.2%) residents responded to the 2021 follow-up survey. Speakers represented nine academic institutions, one international. 74% of residents responded that they learned a lot or a great deal from the VVP. In 2021, 100% of residents agreed that virtual conferences should remain a core component in PRS residency education, even after social distancing requirements subside. The VVP lectures were mentioned as the most helpful lectures in both years. Easy accessibility without travel time was the most mentioned advantage of the VEP in both years, with significantly more residents citing this benefit in 2021 (p = 0.0076). The most reported disadvantage for residents was the lack of social interaction and community in both years, with significantly more residents in 2021 citing this as a disadvantage (p = 0.0307). Residents’ attitudes also shifted such that significantly more residents liked and were satisfied with the VVP lectures from 2020 to 2021 (p = 0.04). CONCLUSION: Over a year into the COVID-19 pandemic, resident perceptions of a virtual education platform and virtual visiting professorship were very positive. The quick development, implementation, and high efficacy of these educational experiences underscore that learning is possible in alternative forms in unprecedented times. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04645-y. BioMed Central 2023-09-27 /pmc/articles/PMC10537510/ /pubmed/37759220 http://dx.doi.org/10.1186/s12909-023-04645-y Text en © This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Article Song, Siyou Nguyen, Audrey Rosser, Micaela Steiner, Gabriela Kim, Esther A. Perceptions of a virtual education platform: how plastic surgery education has progressed during the COVID-19 pandemic at one academic institution |
title | Perceptions of a virtual education platform: how plastic surgery education has progressed during the COVID-19 pandemic at one academic institution |
title_full | Perceptions of a virtual education platform: how plastic surgery education has progressed during the COVID-19 pandemic at one academic institution |
title_fullStr | Perceptions of a virtual education platform: how plastic surgery education has progressed during the COVID-19 pandemic at one academic institution |
title_full_unstemmed | Perceptions of a virtual education platform: how plastic surgery education has progressed during the COVID-19 pandemic at one academic institution |
title_short | Perceptions of a virtual education platform: how plastic surgery education has progressed during the COVID-19 pandemic at one academic institution |
title_sort | perceptions of a virtual education platform: how plastic surgery education has progressed during the covid-19 pandemic at one academic institution |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10537510/ https://www.ncbi.nlm.nih.gov/pubmed/37759220 http://dx.doi.org/10.1186/s12909-023-04645-y |
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