Abstract
IntroductionResidency didactic conferences transitioned to a virtual format during the COVID-19 pandemic. This format creates questions about effective educational practices, which depend on learner engagement. In this study we sought to characterize the competitive demands for learner attention during virtual didactics and to pilot methodology for future studies.MethodsThis was a prospective, observational, cohort study of attendees at virtual didactics from a single emergency medicine residency, which employed a self-report strategy informed by validated classroom assessments of student engagement. We deployed an online, two-question survey polling across six conference days using random signaled sampling. Participants reported all activities during the preceding five minutes.ResultsThere were 1303 responses over 40 survey deployments across six nonadjacent days. Respondents were residents (63.4%); faculty (27.5%); fellows (2.3%); students (2%); and others (4.8%). Across all responses, about 85% indicated engagement in the virtual conference within the last five minutes of the polls. The average number of activities engaged in was 2.0 (standard deviation = 1.1). Additional activities included education-related (34.2%), work-related (21.1%), social (18.8%), personal (14.6%), self-care (13.4%), and entertainment (4.4%).ConclusionLearners engage in a variety of activities during virtual didactics. Engagement appears to fluctuate temporally, which may inform teaching strategies. This information may also provide unique instructor feedback. This pilot study demonstrates methodology for future studies of conference engagement and learning outcomes.
Highlights
Residency didactic conferences transitioned to a virtual format during the COVID-19 pandemic
Learners engage in a variety of activities during virtual didactics
Emergency medicine (EM) residency programs executed a rapid shift to virtual didactic conferences in response to the safety restrictions resulting from the COVID-19 pandemic
Summary
Residency didactic conferences transitioned to a virtual format during the COVID-19 pandemic. Emergency medicine (EM) residency programs executed a rapid shift to virtual didactic conferences in response to the safety restrictions resulting from the COVID-19 pandemic. This transition creates questions about effective education, which depends on learner engagement for success.[1,2,3] Engagement serves as an important and measurable link between instruction and educational outcomes and is defined as focused attention on a specific task.[4,5] multiple direct-observation tools to assess learner engagement and behaviors exist for the classroom.[5,6,7].
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
