Importance The COVID-19 pandemic disrupted graduate medical education, compelling training programs to abruptly transition to virtual educational formats despite minimal experience or proficiency. We surveyed residents from a national sample of internal medicine (IM) residency programs to describe their experiences with the transition to virtual morning report (MR), a highly valued core educational conference. Objective Assess resident views about virtual MR content and teaching strategies during the COVID-19 pandemic. Design Anonymous, web-based survey. Participants Residents from 14 academically affiliated IM residency programs. Main Measures The 25-item survey on virtual MR included questions on demographics; frequency and reason for attending; opinions on who should attend and teach; how the virtual format affects the learning environment; how virtual MR compares to in-person MR with regard to participation, engagement, and overall education; and whether virtual MR should continue after in-person conferences can safely resume. The survey included a combination of Likert-style, multiple option, and open-ended questions. Results Six hundred fifteen residents (35%) completed the survey, with a balanced sample of interns (39%), second-year (31%), and third-year (30%) residents. When comparing their overall assessment of in-person and virtual MR formats, 42% of residents preferred in-person, 18% preferred virtual, and 40% felt they were equivalent. Most respondents endorsed better peer-engagement, camaraderie, and group participation with in-person MR. Chat boxes, video participation, audience response systems, and smart boards/tablets enhanced respondents’ educational experience during virtual MR. Most respondents (72%) felt that the option of virtual MR should continue when it is safe to resume in-person conferences. Conclusions Virtual MR was a valued alternative to traditional in-person MR during the COVID-19 pandemic. Residents feel that the virtual platform offers unique educational benefits independent of and in conjunction with in-person conferences. Residents support the integration of a virtual platform into the delivery of MR in the future. Supplementary Information The online version contains supplementary material available at 10.1007/s11606-021-06963-7.

BACKGROUND:Residency training is charged with improving resident teaching skills. Utilizing simulation in teacher training has unique advantages such as providing a controlled learning environment and opportunities for deliberate practice.

growing trend in graduate and undergraduate medical education is to minimize the use of traditional lectures. 1,2 Medical schools advertise their departure from lectures and transition to active learning formats, with some curricula removing traditional lectures entirely. 1,3 Residency programs have also begun to employ flipped classroom and other interactive learning formats. 4-6 These transitions are informed by demonstrated merits of more effortful learning, 7 as well as the tendency of learners to stream lecture recordings remotely or miss lectures entirely. 8-10 However, others argue that lectures continue to hold an important place in medical education, citing benefits such as historical efficacy, scale, efficiency, and exposure to diverse thinking styles and expertise. 11-13 Podcasts-downloadable audio files typically released as installments in a series-have become popular among medical trainees. 14,15 Depending on the specialty, 35% to 88% of residents report listening to medically relevant podcasts. 16-18 Professional medical organizations both endorse and produce medical podcasts, some of which garner as many as 200 000 downloads per month. 19,20 Many students and residents prefer podcasts to other learning modalities, 15,21-24 and emerging data support their educational value for development and retention of knowledge 23-27 and practical skills. 28,29 As one example of their impact, 72% of 356 responding emergency medicine residents reported that podcasts changed their clinical practice either ''somewhat'' or ''very much,'' although further research is needed to document higher-level outcomes. 17,24 Trainees have also cited the benefits of podcasts beyond knowledge acquisition, including a sense of connection to local and national peers and faculty. 24 Podcasts and traditional lectures have many similarities. Like lectures, podcasts may appear to be designed to unilaterally transfer expertise and opinions to a large group of learners.

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