Free-response Questions Research Articles

Assessing the Demographics of Participants in Press Conferences at Meetings of the American Astronomical Society (2010-2022)

The Committee on the Status of Women in Astronomy (CSWA) of the American Astronomical Society (AAS) undertook a study to assess the participation of community members in AAS press conferences at meetings between 2010 and 2022. 130 respondents answered both free-response and multiple-choice questions. In general, selection of AAS press conference presenters broadly represents AAS membership but subtleties in who is selected to participate shows inequities among women and gender minorities, people of color, institution type and career stage. By implementing several recommendations, including continuing dual-anonymous peer review of meeting abstracts for inclusion in press conferences, the AAS can diversify participation, better serve its broad membership, and work toward achieving goals set forth in its Strategic Plan.

Establishing a physics concept inventory using computer marked free-response questions

The study covers the development and testing of the alternative mechanics survey (AMS), a modified force concept inventory (FCI), which used automatically marked free-response questions. Data were collected over a period of three academic years from 611 participants who were taking physics classes at high school and university level. A total of 8,091 question responses were gathered to develop and test the AMS. The AMS questions were tested for reliability using classical test theory (CTT). The AMS computer marking rules were tested for reliability using inter-rater reliability (IRR). Findings from the CTT and IRR studies demonstrated that the AMS questions and marking rules were overall reliable. Therefore, the AMS was established as a physics concept inventory which uses automatically-marked, free-response questions. The approach used to develop and test the AMS could be used in further attempts to develop concept inventories which make use of automatically-marked, free-response questions.

When and where did it happen? Systematic differences in recall of core and optional sentence information.

This article reports on four experiments aiming to examine immediate post-sentential recall of core sentence information (conveyed by direct objects), and optional/additional information (conveyed by temporal or locative adjuncts). Participants read simple and unambiguous Czech sentences such as Starší důchodce velmi pečlivě pročetl noviny v neděli v knihovně: "An older retiree read the newspaper very carefully on Sunday in the library." Sentences always appeared as a whole after pressing a space bar. Immediately after the sentence disappeared, an open-ended (free response) question was presented targeting either the direct object (e.g., newspaper), temporal adjunct (e.g., on Sunday), or locative adjunct (e.g., in the library). Altogether, it was found that the core information (conveyed by the direct object) was recalled almost perfectly, whereas additional information, conveyed by temporal and locative adjuncts, was recalled with significantly lower accuracy rates. Information structure also played a role: if the temporal or locative adjunct was focused, it was recalled better than if it was unfocused. The present article thus shows systematic differences in recall success for different pieces of information. These findings suggest the presence of selective attention mechanisms during early stages of sentence processing. Factors such as syntactic function or information structure influence the degree of attention to different pieces of information conveyed by a sentence. In turn, certain pieces of information may not be consciously accessible already after the sentence is processed.

Evaluating a virtual and in-person nutrition interprofessional educational experience for first-year medical students

Nutrition plays a critical role in preventing, managing, and treating noncommunicable diseases; thus it is essential physicians be able to appropriately refer to and collaborate with interprofessional (IP) care team members, like registered dietitian nutritionists (RDNs). This study evaluated the effectiveness of the Nutrition Clinical Experience (NCE) to increase first-year medical students' (M1s′) understanding of RDNs’ roles on the IP healthcare team, common reasons to consult a RDN, and interventions RDNs implement.M1s participated in a 1.5 or 2-h IP clinical observation experience with an outpatient or inpatient RDN. Due to the COVID-19 pandemic, virtual, in-person, and hybrid experiences were offered. Before the experience, students were provided a handout with an overview of a RDN's role, description of medical nutrition therapy, and example cases. During the NCE students shadowed a RDN as they conducted outpatient encounters or inpatient rounds, and were encouraged to discuss real or sample patient cases. Students and RDNs answered post-experience 5-point Likert surveys and free-response questions to evaluate experience effectiveness. Of responding students, 96% agreed or strongly agreed the experience helped them learn about RDNs' roles and 99% agreed or strongly agreed they were more likely to involve a RDN in patient care following the experience. Additionally, after the experience, 78% of participating students identified at least one common reason to consult a RDN and 70% described at least three interventions that RDNs implement. All responding RDNs agreed or strongly agreed the experience is valuable to students and 85% agreed or strongly agreed the NCE allowed them to communicate their roles to students. The ability to deliver the experience virtually makes it a useful curricular program for schools without on-site RDNs to engage preclinical students in IP experiences. This report includes materials required for the experience.

Assessing the impact of a payor-funded embedded clinical pharmacist on patient and provider satisfaction in a private primary care practice.

With expanding roles of clinic-embedded pharmacists comes the need to identify routes for optimization, soliciting and addressing feedback, and justifying the position(s) to the employing institution. Studies have demonstrated the benefit of integrating pharmacists into healthcare teams, but these opportunities remain largely limited to major health systems due to a lack of billing avenues for and familiarity with the services pharmacists can provide. With funding from and partnership with a third-party payor, a pharmacist was incorporated into a private physician-owned clinic to be a resource to the providers and provide comprehensive medication management to patients. Patient and provider experiences were assessed by survey and interview, respectively, utilizing both Likert-scale and free-response questions. The responses were coded, analyzed, and aggregated into themes. The demographic and Likert-scale responses were analyzed using descriptive statistics. Patients reported a high level of satisfaction with the pharmacist's service, indicating that they felt more comfortable managing their medications and that they would recommend the pharmacist to a family member or friend. Provider satisfaction was also high, with providers stating that they found the recommendations by the pharmacist helpful, that the recommendations improved cardiovascular risk factors in their patients with diabetes, and that, overall, they were satisfied with the care provided by the pharmacist. The primary concern from the providers was a lack of understanding regarding how best to reach and utilize the service. Overall, an embedded clinical pharmacist providing comprehensive medication management at a private primary care clinic had a positive impact on both provider and patient satisfaction.

Local Application of Scientific Research Practices Builds Student Engagement in Science and Environmental Health.

The University of Montana's Research Education on Air and Cardiovascular Health (REACH) Program works with teachers to engage high school juniors and seniors in rudimentary real-world scientific research with the goals of improving their understanding of and interest in science, and to increase their interest in science careers. To evaluate the program, mixed-method approaches based on surveys that include both fixed-response and free-response questions for students has been used. Thematic analysis of student written responses to free-response questions provided evaluators with unanticipated student-centered information that was not targeted by the fixed-response questions. The analysis of student responses to free-response questions over a three to four-year period are the focus of this manuscript along with the implications such a STEM outreach program has to environmental and science education.

Evaluating Adherence to Diabetic Retinopathy Care in an Urban Ophthalmology Clinic Utilizing the Compliance With Annual Diabetic Eye Exams Survey.

Introduction The objective of this study was to identify barriers that affect adherence to the management of diabetic retinopathy (DR) in an urban ophthalmology clinic. Patient beliefs regarding diabetic eye care, transportation to the eye clinic, the COVID-19 pandemic, and treatment with panretinal photocoagulation (PRP) or anti-vascular endothelial growth factor (anti-VEGF) injections were investigated. Materials and methods The original Compliance with Annual Diabetic Eye Exams Survey (CADEES) included 44 statements designed with a 5-point Likert scale to assess patients' beliefs and understanding of their eye health and the importance of diabetic eye examinations. This survey was modified to include additional statements regarding the COVID-19 pandemic and free-response questions about transportation barriers and patients' subjective experiences with PRP or anti-VEGF injections. A total of 365 patients with a diagnosis of any stage of DR from SLUCare Ophthalmology were identified as potential participants to complete the telephone survey. Patients were classified as non-adherent if they did not have a dilated eye examination within the past year, missed a scheduled follow-up appointment for DR care within the past year, or missed an appointment for anti-VEGF injections or PRP. The mean Likert scores for each CADEES statement were compared between the adherent and non-adherent groups using independent samples t-tests. Demographics and clinical indicators were also reported and compared between the two groups. Results Out of 365 patients, 68 completed the modified CADEES. Twenty-nine patients were adherent, and 39 patients were non-adherent. Results from six of the 54 CADEES statements were significantly different between the adherent and non-adherent groups. These statements addressed patients' perception of their eye health, self-confidence in making an eye appointment, knowing someone with diabetic eye complications, self-confidence in controlling blood sugar, ability to use public transportation during the COVID-19 pandemic, and prioritizing eye health during the pandemic. There were no significant differences in clinical indicators or demographics between the adherent and non-adherent groups. Of the participants,39.7% offered reasons for why transportation to the eye clinic was difficult. Patientssuggested three novel reasons for missing eye appointments that were not specifically addressed in the CADEES. Fourteen unique barriers were reported for non-adherence with PRP or anti-VEGF injections. Conclusions The CADEES is a thorough tool for evaluating social barriers impacting adherence with DR appointments in an urban ophthalmology clinic. The survey did not identify any clinical or demographic risk factors for non-adherence in this patient population. Decreased patient self-efficacy may lead to non-adherence with the management of DR. The COVID-19 pandemic impacted the adherence of a small percentage of patients.

Mental health treatment-seeking behaviors in medical students: A mixed-methods approach.

Healthcare professionals can experience problems regarding mental health and emotional well-being (e.g. burnout) at a higher degree compared to their non-physician counterparts. Fear of stigma is often a barrier to seeking treatment among physicians. However, there is a shortage of studies related to mental health and treatment seeking among trainees and medical students. This study sought to examine mental health in U.S. medical students, factors contributing to mental health symptoms, and obstacles to seeking treatment. This cross-sectional study was conducted through a confidential survey sent out in fall 2021, with 510 U.S. medical student participants. This survey included scales to assess depression (the Patient Health Questionnaire-8), anxiety (Generalized Anxiety Disorder-7), past year symptoms of hazardous drinking (Alcohol Use Disorder Identification Test), and past 30-day binge drinking days. The survey also included free-response questions about their reasons for seeking mental health care if they did (facilitators) and any barriers that kept them from seeking treatment. About one-quarter of participants met criteria for possible depressive (24%) or anxiety disorders (24%); 9% of the sample drank at hazardous drinking levels. Between 47% and 60% of those who screened positive for depression, anxiety, or hazardous drinking reported an unmet need for mental health services. Anxiety and depression were cited as the most common reasons to seek treatment; concerns about stigma from peers and professional retaliation were notable for being barriers to treatment. Our sample of medical students reported notable prevalence of probable depression or anxiety disorder, while also reporting needing more support to improve their mental health. Despite this, barriers exist that may discourage medical students from seeking needed treatments. Findings from this study aim to encourage discussion and positive change in the healthcare community regarding perception and attitudes toward mental health and substance use treatment.

Specialists' approach to tracheal collapse: survey-based opinions on diagnostics, medical management, and comorbid diseases.

To describe the current standard of care among specialists for the routine diagnostic evaluation and medical management of stable tracheal collapse in dogs, identifying gaps between practice and scientific evidence to facilitate the development of future prospective studies. A secondary objective was to describe the perceived incidence of selected comorbid disorders in dogs with tracheal collapse and the diagnostic tests performed to evaluate for those disorders. 180 veterinary specialists in 22 countries. An electronic survey was sent to 4 specialty listservs to target diplomates. Respondents completed multiple-choice and free-response questions related to the diagnostic evaluation and treatment of a theoretical stable dog with suspected tracheal collapse. Most respondents routinely utilized radiography, tracheobronchoscopy, and fluoroscopy to diagnose tracheal collapse and performed airway sampling, sedated airway examination, and echocardiograms to rule out comorbidities. The most frequently perceived comorbid disorders included chronic bronchitis, bronchomalacia, and myxomatous mitral valve disease. Respondents most often prescribed opioid antitussives, glucocorticoids, anxiolytics, and antibiotics as treatments. Less frequently, they utilized bronchodilators and nonopioid medications for cough. Despite a lack of published guidelines, specialists have similar approaches in their diagnostic and therapeutic approach to a stable dog with suspected tracheal collapse and believe evaluating for comorbid disorders is important. A description of a typical diagnostic approach and knowledge of realistic treatment goals will assist the general practitioner managing dogs with stable tracheal collapse. Additionally, gaps between current practices established via this survey and data supporting those practices exist, specifically concerning the use of antibiotics and nonopioid medications for cough, representing areas for further study.

PATTERNS OF SOCIAL COMMUNICATION IN MINORITY ADULTS: ASSISTIVE AND INTERACTIVE TECHNOLOGY USE DURING COVID-19

Abstract Literature suggests aging adults are more likely to be socially isolated, particularly given the COVID-19 pandemic. This has been associated with diminished well-being and increased morbidity and mortality. Assistive and interactive technologies (AITs) may help reduce isolation by bolstering communication. However, rapid advancement of AITs can create new barriers, especially for marginalized/underserved communities. The purpose of this study was to explore isolation and AITs in a majority-non-white sample. Data collected were part of a larger survey. Participants (N=80: Non-White=92.5%, Black=36.5%, Hispanic=36.5%) completed a Qualtrics survey via Amazon Mechanical Turk. Respondents included younger (YA: N=34, ages:19-34, M=27.7±4.6), middle-aged (MA: N=27, ages:35-49, M=41.9±4.1), and older (OA: N=20, ages:50-70, M=57.6±6.5) adults. Surveys consisted of likert-style and free-response questions. Content analysis with inductive coding was performed independently by two reviewers. Qualitative results suggested most adults used AITs regularly. Phone-based functions (texting/calling, smartphone-use) were favored for communication between 2020-2021. These functions were the largest group reported for all ages, although YA reported them more frequently (65%) compared to MA (48%) and OA (59%). Data also suggested that people had more in-person interaction at the time of survey completion (majority September 2021), compared to one-year previous (46.4%). Increased distanced socialization negatively correlated with overall socialization (r(78)=-.231, p=.05). Results suggest that although AITs are widely used, they may not adequately reduce isolation, particularly for those relying on them for primary contact. This may be especially true for underrepresented adults. Future research should investigate if this trend is universal and if existing AITs are sub-optimal in specific populations.

Small groups satisfy: A descriptive analysis of engagement in virtual learning

Background: Due to COVID-19 restrictions, students participated in a virtual Summer Leadership Program (SLP), consisting of small group discussions and large lectures, instead of a more traditional in-person experience. The purpose of this paper was to assess what forms of virtual learning students found most engaging during their summer leadership training. Methods: Students were surveyed prior to and after the SLP. The pre-survey included seven Likert-scale questions and one free response question (Google form survey open from 7/14/20-7/16/20). The post-survey included 24 Likert-scale questions and four open-answer questions (Google form survey open from 7/23/20-7/24/20). Both surveys were administered to all first year students at Uniformed Services University (N=176). There were 158 responses for the pre-SLP survey and 123 responses for the post-SLP survey. Topics focused on expectations, engagement, self-assessment, and areas for improvement. Results: Survey results showed that students were most engaged with small group sessions where they were asked to apply their knowledge and skills. Students felt less engaged in large lectures. Conclusion: In the virtual environment, students are more engaged in small group settings where they are asked to apply their knowledge and skills. This information can be used to plan sessions within the virtual environment to garner increased engagement from students.

Diagnostic radiography students’ perceptions towards communication with service users who are deaf or hearing impaired

IntroductionCommunication issues can arise when deaf or hearing impaired individuals access National Health Service (NHS) radiology services if reasonable adjustments and inclusive services are not facilitated. This study aims to assess student diagnostic radiographers' attitudes and communication experience with service users who are deaf or hearing impaired. MethodsAn anonymous online survey was conducted on UK undergraduate diagnostic radiography students from a single university. The sample size of students invited to participate in the study was n = 156. The measurement scales and questions included quantitative attitudinal 5-point Likert and qualitative free-response questions. Statistical analysis included the Kruskal–Wallis H test, Mann–Whitney U test, pairwise comparisons of variables and thematic coding of qualitative data. Resultsn=48 students responded. The student's perceptions of communication experiences with deaf or hearing-impaired patients were positive (72.9%) but depended on the amount of experience whilst on clinical placement (first-year students had less clinical placement experience than years two and three). Overall confidence in communicating was 47.9% with no difference by gender (p = 0.87) but variance by age category (p = 0.03), with the 18–29 group less confident and first-year students having less experience to draw upon for responses (p = 0.04). Confidence in gaining consent (56.3%) demonstrated no variation by gender (p = 0.75) or cohort (p = 0.54), but variance by age category (p = 0.03) due to difference in unmatched sample sizes. Participants elaborated on positive service adaptations that can be facilitated for service users who are deaf or hearing impaired and issues that caused negative communication experiences. ConclusionThe study has produced data on the experience of student radiographers interacting with an understudied service user group who are deaf or hearing impaired. Qualitative responses discussed a range of resources to assist clinical practice communication and recommendations for further improvements and training opportunities. Implications for practiceThe findings of this study can help to inform future research, policy, practice, and educational training.

Designing With Pictographs: Envision Topics Without Sacrificing Understanding.

Past studies have shown that when a visualization uses pictographs to encode data, they have a positive effect on memory, engagement, and assessment of risk. However, little is known about how pictographs affect one's ability to understand a visualization, beyond memory for values and trends. We conducted two crowdsourced experiments to compare the effectiveness of using pictographs when showing part-to-whole relationships. In Experiment 1, we compared pictograph arrays to more traditional bar and pie charts. We tested participants' ability to generate high-level insights following Bloom's taxonomy of educational objectives via 6 free-response questions. We found that accuracy for extracting information and generating insights did not differ overall between the two versions. To explore the motivating differences between the designs, we conducted a second experiment where participants compared charts containing pictograph arrays to more traditional charts on 5 metrics and explained their reasoning. We found that some participants preferred the way that pictographs allowed them to envision the topic more easily, while others preferred traditional bar and pie charts because they seem less cluttered and faster to read. These results suggest that, at least in simple visualizations depicting part-to-whole relationships, the choice of using pictographs has little influence on sensemaking and insight extraction. When deciding whether to use pictograph arrays, designers should consider visual appeal, perceived comprehension time, ease of envisioning the topic, and clutteredness.

Analysis of the Extent to Which Advanced Placement Students Experience the Imposter Phenomenon

The goal of this study was to assess the severity of the Imposter Phenomenon (IP) symptoms in AP high school students. The Imposter Phenomenon is a personal experience of believing that one is not as capable or as competent as others may view them. Prior research shows Imposter Phenomenon levels are higher in undergraduate and graduate students; however, little is known about how the IP affects high school students. Data was collected through a Google Forms survey in which both quantitative and qualitative methods were used to evaluate the full scope of Imposter Phenomenon feelings in AP students. The Clance IP Scale assessed symptoms in a numerical manner and free response questions were assessed qualitatively. Participants included 11th and 12th grade students at M. High School (MHS) that were enrolled in two or more AP classes. Initial results showed that students were answering higher on the Clance IP scale, showing that they were more likely to experience IP more intensely. This means that overall, students who are enrolled in multiple AP classes are reporting higher symptoms of the Imposter Phenomenon, whether it is realized or not. Therefore, the conclusion can be made that AP students are experiencing the IP to a higher, more concerning extent; however, this is limited due to the fact that research was conducted only on one school site, human error in score calculations, and participation limitations. Future research should expand across multiple school sites and multiple age groups, including adults, teenagers, and pre-teens.

Podcasts as a Method to Deliver Education on Stigma Surrounding Opioid Use Disorder.

The objective of this research was to evaluate the effectiveness of a podcast miniseries to reduce stigma surrounding opioid use disorder (OUD) among student pharmacists. Students in their second and third professional years from two schools of pharmacy listened to five, 10-23 min podcasts incorporated into their coursework. The podcasts highlighted: (1) interviews with OUD professionals and those with lived experiences; (2) types of stigma and how it affects health outcomes; (3) OUD disease state processes, and (4) harm reduction strategies. Surveys assessed changes in perception of OUD and its associated stigma and included free-response and Likert scale questions. Subjects (n = 121) who completed a pre- and post-podcast survey were included. Paired t-tests assessed changes in survey responses from baseline and a content analysis was performed on all free-responses. There was a statistically significant change from baseline for each survey question, demonstrating a decrease in stigma towards OUD. Free-responses were categorized into four learning domains: (1) Impact of stigma on access to care; (2) Compassion and empathy; (3) Resources and support; and (4) Call to action. Podcasts can be an effective tool to reduce student pharmacist stigma associated with OUD.

I See You: Examining the Role of Spatial Information in Human-Agent Teams

Awareness, and specifically, spatial awareness, has long played a pivotal role in Computer-Supported Cooperative Work research in both theory and design. This significant background gives awareness the ability to answer challenges facing human-agent teams in communication and shared understanding. As such, the current study investigates the effects of spatial information level (low, high) on the development of team cognition and its outcomes in varying compositions of human-agent teams (human-human-agent, human-agent-agent) versus human-only (human-human-human) teams. The mixed-methods study had teams complete several rounds of the NeoCITIES emergency response management simulation and complete various team cognition and perception measures, followed by qualitative free-response questions. The study found that human-only teams did not perform at the same level as human-agent teams, with multi-agent human-agent teams having the best performance. A significant interaction, though with inconclusive simple main effects, displayed the trend that human-agent teams had better team mental model similarity when spatial awareness was high rather than low, while human-only teams experienced the reverse trend. Qualitative findings identified that high spatial awareness jump-started team cognition development, fostered more accurate shared mental models, enhanced the explainability of the agent, and helped the iterative development of team cognition over time.

Religiousness and Sexual Values Predict Sexual Incongruence: Results from a U.S. Nationally Representative Study

The present work aimed to clarify commonly endorsed sexual values in the general U.S. population as well as the association between sexual values and incongruence. Study 1 recruited adults (N = 923; 51.8% women; M age = 35.5, SD = 10.8) to answer a free response question about sexual values via Amazon’s Mechanical Turk, while Study 2 posed the same question to a weighted, nationally representative U.S. sample (N = 2,519; 51.4% women; M age = 48.2, SD = 17.8). Data collection was completed in 2017 and 2019, respectively. Results from these cross-sectional studies demonstrated that, although religiousness predicted sexual incongruence, conservative sexual values predicted variance in sexual incongruence, over and above the effects of religiousness.

Evaluation of the Virtual Interviews for Resident Recruitment Due to COVID-19 Travel Restrictions: A Nationwide Survey of US Senior Medical Students

Due to COVID-19, residency programs could not conduct in-person interviews during the 2020-2021 match and were forced to implement a virtual format. We conducted a nationwide survey of US senior medical students to evaluate their perception of the virtual interview process and to solicit their recommendations for future virtual interview best practices. This study was administered to US fourth-year medical students currently participating in the residency match using Survey Monkey during March 2021. Students were contacted through their respective student affairs deans. Surveys solicited demographic information, 26 4-point Likert-scale questions, and four free-response questions. A total of 357 surveys were completed. Most respondents stated that they could confidently represent themselves to the program (71.7%) using a virtual platform. However, only 11.6% stated that they could confidently assess a program's facility using a virtual platform. Although most respondents (58.26%) found that virtual meet and greets helped them better assess their fit for the program, less than half (46%) confidently believed they could assess their fit into the program after the conclusion of the virtual interview. Regarding potential disparities introduced by virtual interviews, 40.6% believed that the virtual interviews introduce greater inequalities into the match process. Two-thirds of respondents (239, 66.95%), believed that there should be a limit on the number of interview offers an applicant can accept, with the maximum number of interviews per specialty capped at 25.7 (10-150). Finally, just over two-thirds (69.47%), claimed they could confidently prepare their rank-order list at the conclusion of the interview. Most respondents found virtual interviews financially beneficial, however difficulty in assessing fit was a challenge. Best practice recommendations from the respondents include shorter interviews, more engaging resident-led social hours without faculty present, and preinterview packages to include video representations of the program facilities.

Imagining the Sun: using comparative judgement to assess the impact of cross-curricular solar physics workshops

This paper describes a school intervention focused on visual art and solar physics using science capital and STEAM methodologies to develop STEM engagement activities. Data from 40 children (aged 8–11) in two primary schools in the North East of England are presented, using pre- and post-intervention surveys which contained free-response and likert-scale questions. The paper presents a novel, and transferable, method of evaluating children’s drawings using online comparative judgement marking software, particularly suited to those without a background in qualitative research. Using comparative judgement this paper shows that the intervention led to a moderate increase in girls’ knowledge of solar physics.

Lessons Learned from Remote Global Radiation Oncology Education and Training on IMRT for Low- and Middle-Income Countries

<h3>Purpose/Objective(s)</h3> There is a vital need to train radiation oncology professionals in low-and middle-income countries (LMICs) to develop sustainable capacity and infrastructure for clinical oncology care. Radiotherapy departments in LMICs have started to introduce intensity-modulated radiotherapy (IMRT), which is widely utilized in high-income countries and has become the standard of care due to reduced toxicity and improved outcomes in a wide variety of cancers. This work reports on the initiatives and experience with the use of an online training and learning program for global radiation oncology education and training across three LMICs: Uganda, Mongolia and Guatemala <h3>Materials/Methods</h3> Four interactive lectures and four sequential hands-on (step-by-step on IMRT processes) training sessions were given by radiation oncologists and medical physicists at XXX University in XXX, focusing on site-specific target definition, normal tissue contouring, IMRT planning and optimization, and IMRT QA. Additional four weeks of eight online videos and materials developed by XXX were provided to participants to review with quizzes after each week. Pre- and post- surveys, including 10-point confidence scores and free-response questions were performed to evaluate the outcome of the training sessions. Padlet was used as a platform for questions and answers during and after the training sessions. <h3>Results</h3> On average, 37 participants, including 15 radiation oncologists, 11 medical physicists, 5 dosimetrists, and 6 radiation therapists, participated in the virtual training sessions. Eighty percent of the participants responded to the surveys taken immediately following training. 66.7% had not received the IMRT training before. The level of confidence level using IMRT in the clinic increased from 3.25±1.98 to 5.25±2.20. Lessons learned include: 1. Hands-on training sessions are preferred to lectures; 2. Through virtual training, interactions between trainers and trainees are important to engage participants; 3. Different training sessions designed for specific groups (radiation oncologists, medical physicists, radiation therapists and dosimetrists) are needed to improve the relevance; 4. Online self-guided videos are easy to scale up but are a challenge to meet the specific needs of specific groups. 5. Language barrier is one of the limitations to performing the training for non-English speaking LMIC participants. <h3>Conclusion</h3> Remote training provides an excellent and feasible e-learning platform to train radiotherapy professionals in LMICs. If adequately supported, the use of virtual training model can be an effective way to build capacity, as there are limited numbers of academically and clinically qualified radiation oncology professionals. These findings add to the limited knowledge of radiotherapy training developed for LMICs.