52 Cultivating Learner-centeredness in a Time of Rupture: Lessons from the Shift to Virtual Pediatric Academic Half Day during the COVID-19 Pandemic

Abstract

Primary Subject areaMedical EducationBackgroundThe COVID-19 pandemic has significantly disrupted the postgraduate learning environment. In light of public health recommendations and the need to offer safe learning environments, many programs have drawn upon virtual technologies to continue delivery of formal academic curricula. Despite widespread use, however, little is currently known as to how trainees view these changes.ObjectivesThe authors sought to explore resident perceptions on the COVID-19-influenced shift from in-person to virtual academic half day (AHD) delivery.Design/MethodsA cross-sectional survey was created and distributed to 51 pediatric residents who participated in virtual AHD at a university-affiliated Canadian program distributed across three sites, from March to June 2020. Survey responses were obtained confidentially through a secure, online platform (REDCap). Descriptive statistics and inductive thematic analysis were used to analyze responses to close-ended questions and narrative comments, respectively.ResultsResponse rate was 60.8%. Residents reported statistically significant improvement in their attitudes towards virtual AHD across all metrics collected. Areas most strongly rated included increased trainee engagement and overall satisfaction with virtual delivery, in part due to increased relevance of content. Factors enabling participation included educationally safe interactions and a more comfortable and flexible learning environment.ConclusionThese results suggest that the transition to virtual AHD was generally well received. During an uncertain time, when trainee vulnerability is heightened, the need to explicitly attend to educational issues of relevance, engagement, safety, and comfort are crucial. Further, given the rapid and reactive pivots to new curricular strategies in the wake of COVID-19, it is incumbent upon programs to incorporate resident feedback to ensure a learner-centred environment is maintained.