COVID-19 as a disruptor: innovation and value in a national virtual fracture conference.

Abstract

Objectives:The aim of this study was to determine the educational value of a national virtual fracture conference implemented during the COVID-19 disruption of resident education.Design:Survey study.Setting:National virtual conference administered by the Orthopaedic Trauma Association.Participants:Attendees of virtual fracture conference.Intervention:Participation at a national virtual fracture conference.Main outcome measure:Surveys of perception of quality and value of virtual conferences relative to in-person conferences.Results:Ninety-six percent of participants rated the virtual fracture conference as similar or improved educational quality relative to conventional in-person fracture conference. Participants also felt they learned as much (35%) or more (57%) at each virtual fracture conference compared to the amount learned in-person. The quality of interpersonal interactions at both the resident–faculty level and faculty–faculty level was also perceived to be overall superior to those at participants’ own institutions. Learners felt they were more likely to engage the primary literature as well. Overall, 100% of participants were likely to recommend virtual conference to their colleagues and 100% recommended continuing this conference even after COVID-19 issues resolve.Conclusions:We found that learners find significant educational value in a national virtual fracture conference compared to in-person fracture conferences at their own institution. COVID-19 has proven to be a disruptor not only in health care but in medical education as well, accelerating our adoption of innovative and novel resident didactics.Level of Evidence:Therapeutic Level III.