Virtual Versus In-person Grand Rounds in Orthopaedics: A Framework for Implementation and Participant-reported Outcomes

Reddy, Gireesh B.; Ortega, M.; Dodds, Seth D.; Brown, Mark

doi:10.5435/jaaosglobal-d-21-00308

Cited by 5 publications

(13 citation statements)

References 24 publications

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“…This study compares differently delivered but nearly identical programs in equity-centered leadership training for physicians and indicates that the experience can be equally impactful whether the format is virtual or in-person. Our findings were similar to those of Nilaad et al 28 , when studying live virtual vs in-person pharmacy curriculum learning outcomes in medical and pharmacy students or to the team of Reddy et al 29 , when examining the acceptability of virtual vs in-person grand rounds. The data here show that participants responded positively in both situations and reported similarly large learning gains.…”

Section: Discussionsupporting

confidence: 87%

Comparing Virtual vs In-Person Immersive Leadership Training for Physicians

Fernandez,

Hays,

Adatsi

et al. 2023

JHL

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Purpose The COVID-19 pandemic caused a disruption of in-person workforce development programs. Our immersive physician-oriented leadership institute suspended in 2020, resumed in 2021 with a virtual program, and in 2022 reconvened in-person training. We used this opportunity to compare the participant experience, including reported knowledge acquisition and ability gains, between these nearly identical curricula delivered in vastly different circumstances and formats. Participants and Methods We describe the differences in immersive leadership training implementation and adaptations made for virtual vs in-person engagement of two cohorts of OB-GYN physicians. Data were collected from virtual (n=32) and in-person (n=39) participants via post-session surveys. Quantitative data reported includes participant ratings for knowledge gain and ability gain. Qualitative data were obtained via open-ended feedback questions per session and the overall experience. Results Knowledge and ability scores indicated strong, statistically significant gains in both formats, with some reported learning gains higher in the virtual training. Qualitative data of participant feedback identified a number of positive themes similar across the in-person and virtual settings, with virtual participants noting how construction of the virtual program produced highly effective experiences and engagement. Constructive or negative feedback of the virtual setting included time constraint issues (eg, a desire for more sessions overall or more time per session) and technical difficulties. Positive comments focused on the effectiveness of the experience in both formats and the surprising ability to connect meaningfully with others, even in a virtual environment. However, there were also many comments clearly supporting the preference for in-person over virtual experiences. Conclusion Immersive physician leadership training can be effectively delivered via virtual or in-person methods, resulting in significant reported gains of knowledge and skills. These programs provide valuable interpersonal connections and skills to support physician leadership. While both formats are effective, participants clearly prefer in-person leadership development experiences and interpersonal learning.

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Section: Discussionsupporting

confidence: 87%

Comparing Virtual vs In-Person Immersive Leadership Training for Physicians

Fernandez,

Hays,

Adatsi

et al. 2023

JHL

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“…Although 51.4% of trainees favored virtual learning, attendings were more disapproving with only 32.2% favoring virtual learning 74 . Virtual grand rounds were more convenient to attend and participants were more satisfied with the virtual format compared with in-person grand rounds 79 . However, in-person grand rounds were perceived as more effective for facilitating collaboration between presenters and participants, promoting networking, and retaining audience attention 79 .…”

Section: Resultsmentioning

confidence: 99%

“…Although some respondents reported that they preferred the convenience of online learning, others expressed dissatisfaction with the quality of virtual education compared with in-person instruction 14,[67][68][69][70][71]74,79,86,89 . One common theme was that residents found it difficult to fully engage with online lectures, with many reporting a lack of interaction and difficulty maintaining attention 14,[67][68][69][70][71][72]74,79,86,89 . Virtual methods of education can be effective, but they may not be a perfect substitute for in-person teaching.…”

Section: Discussionmentioning

confidence: 99%

“…Across the studies reviewed, orthopaedic trainees had mixed feelings regarding online education. Although some respondents reported that they preferred the convenience of online learning, others expressed dissatisfaction with the quality of virtual education compared with in-person instruction 14,67-71,74,79,86,89 . One common theme was that residents found it difficult to fully engage with online lectures, with many reporting a lack of interaction and difficulty maintaining attention 14,67-72,74,79,86,89 .…”

Section: Discussionmentioning

confidence: 99%

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Orthopaedic Surgery Training and Education During COVID-19

Randall,

Ganapathy,

Kuhn

et al. 2023

JBJS Open Access

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Background: COVID-19 forced surgical resident training programs to adapt to meet educational requirements within the constraints of various guidelines. Some of the changes implemented during the pandemic have imparted a lasting effect on orthopaedic education. As such, the purpose of this article was to review how orthopaedic training and education were affected during the COVID-19 pandemic. Methods: The published literature was queried using search strategies devised by a medical librarian, according to the Preferred Reporting Items for Systematic Review and Meta-Analyses guidelines. Studies eligible for inclusion were studies related to COVID-19, orthopaedic surgical training, and medical education. Studies were excluded if they (1) were abstracts, conference proceedings, letters, perspective pieces, reviews, or editorials; (2) evaluated medical student education; (3) included other specialties; or (4) were unrelated to COVID-19 and/or orthopaedic training. Results: Eighty-three (n = 83) studies were included. Five themes emerged including (I) Fellowship Application, Interview, and Match Processes; (II) Social Media and Websites for Program Information; (III) Changes in Trainee Surgical Volume; (IV) Trainee Mental Health and Well-being; and (V) Innovations in Education. The pandemic decreased opportunities for medical students to gain exposure to orthopaedic surgery. Social media use, particularly Instagram, among orthopaedic residencies increased during the pandemic. Between the cancellation of away rotations and in-person interviews, applicants saved over $6,000; however, both residency applicants and interviewers preferred in-person interviews. The pandemic led to decreased surgical volume and in-person didactics for trainees, thus relying more on virtual learning. Orthopaedic trainees had mixed feelings regarding online virtual education. Although some respondents reported that they preferred the convenience of online learning, others expressed dissatisfaction with the quality of virtual education. Conclusions: The shift to virtual learning affected how applicants learned about residency programs, with many relying on virtual away rotations and social media to compare different programs. The pandemic also highlighted issues of diversity and accessibility within orthopaedic surgery, with cost savings from virtual interviews and canceled away rotations potentially benefiting applicants from lower socioeconomic backgrounds. Although some innovative approaches and adaptations to orthopaedic education and training have shown promise and may continue to be used in the future after the COVID-19 pandemic, the role of others, such as virtual interviews, is less clear.

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“…While MGR attendance patterns for in-person conferences have been reported [ 3 ], the impact of remote conferences on faculty attendance at MGR is unknown. The analysis of remote surgical conferences [ 4 , 5 ] has been limited by sample size and aggregate data.…”

Section: Introductionmentioning

confidence: 99%

Impact of the COVID-19 Pandemic on Medical Grand Rounds Attendance: Comparison of In-Person and Remote Conferences

Monahan,

Gould,

Rice

et al. 2024

JMIR Med Educ

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Background Many academic medical centers transitioned from in-person to remote conferences due to the COVID-19 pandemic, but the impact on faculty attendance is unknown. Objective This study aims to evaluate changes in attendance at medical grand rounds (MGR) following the transition from an in-person to remote format and as a function of the COVID-19 census at Vanderbilt Medical Center. Methods We obtained the faculty attendee characteristics from Department of Medicine records. Attendance was recorded using a SMS text message–based system. The daily COVID-19 census was recorded independently by hospital administration. The main attendance metric was the proportion of eligible faculty that attended each MGR. Comparisons were made for the entire cohort and for individual faculty. Results The observation period was from March 2019 to June 2021 and included 101 MGR conferences with more than 600 eligible faculty. Overall attendance was unchanged during the in-person and remote formats (12,536/25,808, 48.6% vs 16,727/32,680, 51.2%; P=.44) and did not change significantly during a surge in the COVID-19 census. Individual faculty members attendance rates varied widely. Absolute differences between formats were less than –20% or greater than 20% for one-third (160/476, 33.6%) of faculty. Pulmonary or critical care faculty attendance increased during the remote format compared to in person (1450/2616, 55.4% vs 1004/2045, 49.1%; P<.001). A cloud-based digital archive of MGR lectures was accessed by <1% of faculty per conference. Conclusions Overall faculty attendance at MGR did not change following the transition to a remote format, regardless of the COVID-19 census, but individual attendance habits fluctuated in a bidirectional manner. Incentivizing the use of a digital archive may represent an opportunity to increase faculty consumption of MGR.

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Virtual Versus In-person Grand Rounds in Orthopaedics: A Framework for Implementation and Participant-reported Outcomes

Cited by 5 publications

References 24 publications

Comparing Virtual vs In-Person Immersive Leadership Training for Physicians

Comparing Virtual vs In-Person Immersive Leadership Training for Physicians

Orthopaedic Surgery Training and Education During COVID-19

Impact of the COVID-19 Pandemic on Medical Grand Rounds Attendance: Comparison of In-Person and Remote Conferences

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