Learner Preferences and Perceptions of Virtual Hand Surgery Education During the COVID-19 Pandemic

Abstract

Purpose In response to the COVID-19 pandemic, many post-graduate medical education lectures and conferences have been moved to a virtual platform. Questions remain regarding the effectiveness of virtual education, what types of educational offerings can be transitioned to a virtual format, and what types of curricula should still take place in person. Methods This study surveyed trainees from the United States who participated in a single institution’s hand surgery virtual flipped classroom curriculum consisting of six, week-long modules. Demographics, pre- and post- module achieved level of learning based on Bloom’s taxonomy, technology usage, and preferences were surveyed. Results Forty one of 65 (63.1%) participants responded to the survey. Trainees included hand surgery fellows (27/41,65.9%), orthopedic surgery residents (11/41,26.8%), and plastic surgery residents (3/41,7.3%). Participants primarily utilized a laptop to access articles (31/41,75.6%), view lectures (29/41,70.7%), and observe conferences (32/41,78.0%). On average, the majority of trainees read, viewed, and participated in more than half of the articles (28/41,68.3%), electronic videos (31/41,75.6%), and conferences (35/41,85.4%) per week. Median level of achieved learning increased from “I can apply” to “I can analyze” for all modules. Self-directed learning was preferred for basic fact and knowledge (26/41,63.4%) and faculty-directed learning was preferred to review and practice advanced concepts (34/41,82.9%). Participants perceived benefits of the virtual curriculum to include increased scheduling flexibility (8/41,19.5%), expert opinions (7/41,17.1%), and diversity of educational formats (3/41,7.3%). Perceived drawbacks included decreased interaction (8/41,19.5%), technical difficulties (6/41,14.6%), excessive detail (3/41,7.3%), and single institution bias (2/41,4.9%). Conclusions The flipped virtual classroom model is a highly effective and preferred method of instruction for trainees. Trainees achieved a higher level of learning following completion of each week long modules. Three considerations for implementation of a virtual curriculum include content quality, quantity, and reducing single-institution bias. Clinical Relevance Implementation of virtual learning can enhance hand surgery education for the modern learner.

An Analysis of Participant Preferences Regarding Virtual Versus In-person Format of Orthopaedic Surgery Educational Materials in Low- and Middle-Income Countries

“…Many studies have shown positive attitudes toward a virtual format. 10-13 As was shown in this study, participants in these studies look positively on the ease of access and availability of the virtual format. In addition, the cost of the training course and/or travel is often a significant barrier in LMIC settings, as evidenced by this study, and can be potentially overcome through the implementation of a virtual course.…”

“…The stated drawbacks of virtual courses demonstrated in this study, including internet access, scheduling conflicts, and decreased ability to focus, are consistent with other studies. 11,12 Notably, many of the studies focusing on surgical education were conducted in high-resource settings, so the drawbacks and barriers to the virtual format are likely exacerbated in LMIC settings. For example, as of 2020, only 49% of Tanzanians, the largest cohort of participants in this study, had access to the Internet.…”

The Changing Environment in Postgraduate Education in Orthopedic Surgery and Neurosurgery and Its Impact on Technology-Driven Targeted Interventional and Surgical Pain Management: Perspectives from Europe, Latin America, Asia, and The United States

“…Most respondents viewed the simulation and virtual reality technology as positive and opined that it improved their education [ 49 ]. However, a subset was concerned about losing autonomy and thought it could diminish the hands-on experience [ 50 ]. Previous reports suggest that many residents strongly desire better communication with the attending teaching surgeon with more detailed feedback about their performance, emphasizing the need for a more individualized learning experience.…”

Perceived quality of distance education during the COVID-19 pandemic by postgraduate students of a school of medicine

“…Sin embargo, el óptimo aprendizaje obliga que los docentes conozcan cómo se estructura, funciona y se desarrolla el cerebro (9) , desconocerlo sería como diseñar un guante, sin antes haber visto una mano. Por tanto, exige reinventar el cómo se hace la enseñanza virtual para ser creativa y audaz (10) , utilizando estrategias motivacionales que generen actividad neuronal en el área frontal para generar estados óptimos para el aprendizaje, al incorporar aspectos emocionales que incentivan la motivación, la emoción y la curiosidad de los estudiantes (11) .…”