Is Virtual Learning Here to Stay? A Multispecialty Survey of Residents, Fellows, and Faculty

Aron Z. Evans, Mehul Adhaduk, Ahmad R. Jabri, Mahi L. Ashwath

Research output: Contribution to journalReview articlepeer-review

5 Scopus citations

Abstract

The transition to virtual learning during the coronavirus disease 2019 pandemic marks a paradigm shift in graduate medical education (GME). From June to September 2021, we conducted a dual-center, multispecialty survey of residents, fellows, and faculty members to determine overall perceptions about virtual learning and assess its benefits, drawbacks, and future role in GME. We discovered a mainly positive view of virtual education among trainees (138/207, 0.67, 95% CI 0.59-0.73) and faculty (180/278, 0.65, 0.59-0.70). Large group sessions, such as didactic lectures, grand rounds, and national conferences, were ranked best-suited for the virtual environment, whereas small groups and procedural training were the lowest ranked. Major benefits and drawbacks to virtual learning was identified. A hybrid approach, combining in-person and virtual sessions, was the preferred format among trainees (167/207, 0.81, 0.75-0.86) and faculty (229/278, 0.82, 0.77-0.87). Virtual learning offers a valuable educational experience that should be retained in postpandemic GME curriculums.

Original languageEnglish (US)
Article number101641
JournalCurrent problems in cardiology
Volume48
Issue number6
DOIs
StatePublished - Jun 2023
Externally publishedYes

ASJC Scopus subject areas

  • Cardiology and Cardiovascular Medicine

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