Conferences Without the Conference Room: Adapting Residency Core Curricula After COVID-19

E-mentoring program organized by the Turkish Association for Child and Adolescent Psychiatry during the COVID-19 pandemic

“…Privacy, confidentiality, and measurement of effects of the program may also be important issues to consider [ 7 – 10 ]. Regardless of limitations, e-mentoring programs may have the potential to ameliorate the effects of the Covid19 pandemic on academic education [ 5 , 6 ]. Conclusion:…”

“…This academy focused on research methodology and statistics, however, and the global pandemic prevented its sixth meeting. With the disruption of academic meetings brought on by the Covid19 pandemic, the importance of electronic meetings has increased [ 5 , 6 ] and the association planned an alternative mentoring program addressing both clinical and research issues. For the past 10 years, there have been significant advances in electronic learning (e-learning), moderating, and mentoring [ 7 ].…”

Evaluation of the Educational Impact of the Urology Collaborative Online Video Didactics Lecture Series

“… 1 To this end, in-person lectures and educational conferences were largely transitioned to remote video learning. 2 For urology residency programs, the cancellation of elective surgeries starting in March 2020 resulted in increased teleconferencing initiatives with individual programs struggling to provide residents with ample educational support. 3 , 4 , 5 …”