In-person Format Research Articles

Evaluating the utility of an international webinar as a platform to educate students and doctors on the UK core surgical training portfolio

BackgroundCore Surgical Training (CST) is a competitive two-year postgraduate training program in the UK that is scored based on three equally weighted stations: management, clinical and portfolio. Preparing a surgical portfolio can start in medical school, however, there is limited guidance on what forms a competitive portfolio with the majority of advice coming from university resources and national societies which are variable throughout the country. Our aim was to assess the utility of a webinar to educate students and doctors on the CST portfolio to address this disparity.MethodsPre- and post-event questionnaires that included demographic data, 10-point Likert scales to self-report confidence on the understanding of the CST portfolio and its domains, and questions on utilising webinars were distributed to attendees. Pre- and post-event responses were paired, and scores were assessed for normality via the Shapiro–Wilk test; the Mann–Whitney U test was used to assess statistical significance. Cohen's d effect sizes were calculated to report standardised differences between pre-and post-event scores.ResultsA total of 177 participants from over 24 countries responded to both questionnaires. A statistically significant improvement in awareness of how to score maximum points was demonstrated across all nine CST domains (p < 0.0001). Regardless of whether they were UK-based or international, approximately half of the participants stated a preference for a webinar over an in-person format. Interestingly, most attendees did not feel that their university had provided them with adequate information on preparing for a surgical career with over half of the attendees stating that they had to attend events by external organisations to obtain such information.ConclusionsThis study has demonstrated that a webinar can be effectively utilised to educate students and doctors on the various domains of the CST portfolio and how to maximise points in each section. Such events could address the variability of university resources and national societies across the country and provide equal opportunities for students. Further studies that directly compare webinars with in-person events and investigate long-term outcomes, such as success in CST applications, are required.

Cognitive Processing Therapy Delivered in 5 Days via Telehealth to a Gay Latino Adolescent: A Clinical Case Study

Cognitive Processing Therapy (CPT) has been thoroughly investigated as an efficacious treatment for posttraumatic stress disorder (PTSD). However, for many, the barriers to receiving treatment in the traditional weekly, in-person format prevent engagement. Recent evidence suggests alternative modalities, such as telehealth, and condensed administration of treatment protocols may reduce barriers, increasing treatment completion. This case study reports the treatment of a gay-identifying adolescent Latino male who received 10 sessions of CPT over the course of 5 consecutive days (CPT-5). The patient experienced significant reduction in PTSD symptoms over the course of treatment, dropping below the clinical threshold for PTSD diagnosis by the 10th session. Treatment gains were maintained, and continued, 6 weeks posttreatment. Further, the patient reported marked reduction in suicidality and substance use. In conclusion, the administration of CPT-5 via telehealth holds promise as an effective evidence-based treatment for adolescents with PTSD, including those holding multiple historically marginalized identities, though further investigation through clinical trials is warranted.

Perceived Didactic Curricular Effectiveness of In-Person vs. Virtual Formats amongst Fourth-Year Dental Students.

Purpose: The COVID-19 pandemic altered the methodologies of dental education delivery, resulting in both immediate and more enduring changes. To assess student perceptions of learning effectiveness, graduating dental students from the class of 2020 were surveyed to identify student comfort with technology and content retention, individual motivation and mental focus, and access to resources pertaining to an abrupt transition to a virtual learning didactic seminar approach in March 2020. Methods: a voluntary, 18-question electronic survey was distributed to fourth-year dental students prior to graduation to assess perceptions of learning outcomes and preferences of a virtual seminar format relative to previous in-person didactic seminars experienced. Results: 34 of 80 dental students (42.5%) completed the electronic survey. Comfort and retention of concepts through virtual learning were reported ≥ by 91% and 85% of the respondents, respectively. Increased distractions and multitasking were reported with virtual learning in 56% and 71%, respectively. Desires to have all teaching conducted through virtual learning platforms was reported at 21%. Conclusions: the positive student responses obtained when comparing virtual to in-person seminars in the survey assessment demonstrates the long-term potential for such delivery modalities to be intentionally incorporated into an evolving predoctoral curriculum in a hybrid nature.

Preface

Abstract The twenty-ninth annual International Laser Physics Workshop (LPHYS’21) was held in an exclusively virtual format on Zoom from July 19 to July 23, 2021 In 2020, due to the Covid-19 pandemic that paralyzed the entire world, the twenty-ninth Annual International Laser Physics Workshop could not be held in person in Lyon, France, and had to be postponed until 2021. This year the Workshop was carried out in an exclusively virtual format on Zoom. The LPHYS’21 Steering and Advisory&amp;Program committees and the LPHYS’21 Management Team have worked hard to make this event possible. We kept the conference virtual Zoom format as closely as possible to the standard in-person format of the previous years, albeit without popular extravagant welcome parties, sumptuous gala dinners, and many other in-person activities and friendly gatherings. However, the cordial atmosphere that had always ruled at our annual meetings was kept on. List of The following is the list of the Proceedings Editors, Sponsors are available in this pdf.

480 Mentor experience with the transition to remote learning in a summer research program

OBJECTIVES/GOALS: This study examines faculty mentor experiences in a summer research program for students traditionally underrepresented in translational research. The objectives are to understand mentor perspectives of the program and how their views were impacted by the pandemic-related pivot to a remote format. METHODS/STUDY POPULATION: During the summer research program, students work with a faculty mentor on an ongoing research project. Program staff pair students with diverse faculty members who share their research interests. Our program has traditionally been offered as a residential in-person program but in 2020 we moved swiftly to a fully remote learning format. Students continued to work on research projects remotely and interacted virtually with their faculty mentors. For the past five cohort years, we have collected comparable data about faculty perspectives of their program experience, which allows us to evaluate the impact of the remote format on the faculty experience compared to that of the in-person format. RESULTS/ANTICIPATED RESULTS: For this study, we will examine data from five cohort years (2017-2021). A survey questionnaire was administered to mentors each year at the end of the summer research program. Data were collected on faculty satisfaction with the quality and amount of student work, the amount of time students spent on their projects, and how mentors communicated with students. In 2020 and 2021, three questions were added regarding satisfaction with the remote format. Quantitative data collected from both the in-person and remote cohorts will be compared using independent samples t-tests. Select quotes from open-ended qualitative questions will be used to illustrate mentors attitudes toward the program. DISCUSSION/SIGNIFICANCE: This study addresses a gap in the literature about summer research programs, as previous work has primarily focused on trainees. As many training programs continue to remain remote or adopt hybrid models, these results have implications for the design of similar mentored research programs.

The 2021 Computer Olympiad

The 24th Computer Olympiad was held online during August/September 2021. With 60 participants competing in 22 events, the event was a success. This raises the question as to whether the ICGA and its members are best served by having future Olympiads online or returning to the in-person format.

The virtual interview format for fellowship recruitment in obstetrics and gynecology: a nationwide survey of program directors

ABSTRACT Due to Covid-19, fellowship programs could not conduct in-person interviews during the 2020–2021 interview cycle and were forced to implement virtual interviews. We conducted two nationwide surveys of residency and fellowship Program Directors (PDs) involved in the Obstetrics and Gynecology (Ob/Gyn) Subspecialty Fellowship match cycle to gain a better understanding of virtual interviews from each of their perspectives. 1) Fellowship PDs’ confidence in using a virtual platform to holistically evaluate applicants during the 2020–2021 match cycle, 2) Residency PD’s perception of virtual interviews and impact on their program’s operations, and 3) to assess the desire of fellowship and residency PDs to continue virtual recruitment during forthcoming interview seasons. Two separate nationwide web-based surveys were administered to 1) Ob/Gyn fellowship PDs and 2) residency PDs through SurveyMonkey from July-September 2020 to assess the impact of virtual interviews form each parties’ perspective. Surveys solicited demographic information, four-point Likert scale questions, and free response questions Of programs meeting inclusion criteria, 75/111 (67.6%) fellowship PDs and 67/117 (57.3%) residency PDs responded to their respective surveys. Most fellowship PDs believed that they could confidently assess applicants’ professionalism (88%) during a virtual interview and (90.7%) felt confident in making a rank-order list. However, only 73.3% were just as confident in preparing a rank list after a virtual interview as they have been with in-person interviews. Most residency PDs (69.9%) believed that virtual interviews made it easier for their program to comply with duty hours, and 76.8% agreed that virtual interviews allowed their residents to accept more interviews than an in-person format. Most fellowship PDs found virtual interviews convenient. However, difficulty in observing social interaction and gauging applicant interest may be the biggest challenge moving forward.

Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study

BackgroundObjective Structured Clinical Examinations (OSCEs) are a common form of assessment used across medical schools in the UK to assess clinical competence and practical skills and are traditionally held in an in-person format. In the past, medical students have often prepared for such exams through in-person peer-assisted learning (PAL), however, due to the recent Covid-19 pandemic, many in-person teaching sessions transitioned to online-based formats. There is currently a paucity of research on the utility of virtual PAL OSCE sessions and thus, we carried out a national pilot study to determine the feasibility of virtual OSCE teaching via feedback from participants and examiners.MethodsA total of 85 students from 19 UK-based medical schools with eight students based internationally attended the series of online OSCE workshops delivered via Zoom®. All students and examiners completed a feedback questionnaire at the end of each session regarding parameters, which included questions on pre-and post-workshop confidence in three OSCE domains: history-taking, communication and data interpretation. A Likert scale using 5 Likert items was used to self-report confidence, and the results were analysed using the Mann-Whitney U test after assessing for normality using the Shapiro-Wilk test.ResultsResults from student feedback showed an increase in confidence for all three OSCE domains after each event (p < 0.001) with 69.4% agreeing or strongly agreeing that online OSCE sessions could sufficiently prepare them for in-person exams. Questionnaire feedback revealed that 97.6% of students and 86.7% of examiners agreed that virtual OSCE teaching would be useful for preparing for in-person OSCE examinations after the pandemic.ConclusionMost participants in the virtual OSCE sessions reported an improvement in their confidence in history-taking, communication and data interpretation skills. Of the participants and examiners that had also experienced in-person OSCE examinations, the majority also reported that they found virtual OSCE sessions to be as engaging and as interactive as in-person teaching. This study has demonstrated that virtual OSCE workshops are a feasible option with the potential to be beneficial beyond the pandemic. However, more studies are required to assess the overall impact on student learning and to determine the value of virtual OSCE workshops on exam performance.

Survey of surgical critical care applicant and program director views on virtual interviews for fellowship training: a Surgical Critical Care Program Directors Society sponsored study

BackgroundThe COVID-19 pandemic forced postgraduate interview processes to move to a virtual platform. There are no studies on the opinions of faculty and applicants regarding this format. The aim of...

At-home medical student simulation: achieving knot-tying proficiency using video-based assessment.

PurposeDue to the pandemic, we restructured our medical student knot-tying simulation to a virtual format. This study evaluated curriculum feasibility and effectiveness.MethodsOver 4 weeks, second-year medical students (n = 229) viewed a video tutorial (task demonstration, errors, scoring) and self-practiced to proficiency (no critical errors, < 2 min) using at-home suture kits (simple interrupted suture, instrument tie, penrose drain model). Optional virtual tutoring sessions were offered. Students submitted video performance for proficiency verification. Two sets of 14 videos were viewed by two surgeons until inter-rater reliability (IRR) was established. Students scoring “needs remediation” attended virtual remediation sessions. Non-parametric statistics were performed using RStudio.ResultsAll 229 medical students completed the curriculum within 1–4 h; 1.3% attended an optional tutorial. All videos were assessed: 4.8% “exceeds expectations”, 60.7% “meets expectations”, and 34.5% “needs remediation.” All 79 needing remediation due to critical errors achieved proficiency during 1-h group sessions. IRR Cohen’s κ was 0.69 (initial) and 1.0 (ultimate). Task completion time was 56 (47–68) s (median [IQR]); p < 0.01 between all pairs. Students rated the overall curriculum (79.2%) and overall curriculum and video tutorial effectiveness (92.7%) as “agree” or “strongly agree”. No definitive preference emerged regarding virtual versus in-person formats; however, 80.2% affirmed wanting other at-home skills curricula. Comments supported home practice as lower stress; remediation students valued direct formative feedback.ConclusionsA completely virtual 1-month knot-tying simulation is feasible and effective in achieving proficiency using video-based assessment and as-needed remediation strategies for a large student class.

Patient Satisfaction and Recommendations for Delivering a Group-Based Intensive Outpatient Program via Telemental Health During the COVID-19 Pandemic: Cross-sectional Cohort Study.

BackgroundAlthough group-based intensive outpatient programs (IOPs) are a level of care commonly utilized by adults with serious mental illness, few studies have examined the acceptability of group-based IOPs that required rapid transition to a telemental health (TMH) format during the COVID-19 pandemic.ObjectiveThe aim of this study was to evaluate patient satisfaction and future recommendations for a group-based IOP that was transitioned to a TMH format during the COVID-19 pandemic.MethodsA 17-item patient satisfaction questionnaire was completed by patients at discharge and covered 3 areas: IOP TMH satisfaction, future recommendations, and video technology challenges. Descriptive and content analyses were conducted for the quantitative and open-ended questions, respectively.ResultsA total of 76 patients completed the program in 2020. A subset of patients (n=40, 53%) responded to the survey at program discharge. The results indicated that the patients were satisfied overall with the TMH program format; 50% (n=20) of the patients preferred the program continue offering the TMH format, and the rest preferred returning to in-person formats after the pandemic. The patients indicated the elements of the program that they found most valuable and provided recommendations for future program improvement.ConclusionsOverall, adults with serious mental illness reported high satisfaction with the group-based IOP delivered via TMH. Health care systems may want to consider offering both TMH and in-person formats regardless of the state of the pandemic. Patients’ feedback on future improvements should be considered to help ensure long-term success.

Learner-centered pedagogy and student engagement in a virtual elementary instrumental music program

The purpose of this qualitative case study was to examine the effect of learner-centered pedagogy on student engagement in a virtual elementary instrumental music program. Eleven fourth- and fifth-grade students from an elementary school in the Southeastern United States worked remotely toward creating a virtual performance over 28 weeks. All songs were chosen by students, and they were given the liberty to choose which parts to practice. Data were collected through regular Flipgrid practice videos, bi-weekly journals, and a final journal before being coded. At the end of the study, there was a noticeable correlation between student engagement and learner-centered pedagogy through students’ self-efficacy, motivation for improvement, and desire for autonomy. Students also wished the program would have been in an in-person format instead of virtual. The results suggest that learner-centered pedagogy and popular music should be incorporated into the curriculums of instrumental music programs.

Reimagining a summer research program during COVID: Strategies for enhancing research workforce diversity.

Well-designed, accessible short-term research training programs are needed to recruit and retain underrepresented persons into clinical and translational research training programs and diversify the workforce. The Michigan Institute for Clinical and Health Research developed a summer research program, training over 270 students in 15 years. In response to the 2020 COVID-19 pandemic, we pivoted swiftly from an in-person format to a fully remote format. We describe this process, focusing on factors of diversity, equity, and inclusion including enabling student participation in remote research activities. We collected data about students' learning experiences since the program's inception; therefore, we could evaluate the impact of remote vs. in-person formats. We examined data from five cohorts: three in-person (2017-2019; n = 57) and two remote (2020-2021; n = 45). While there was some concern about the value of participating in a remote format, overall students in both formats viewed the program favorably, with students in the remote cohorts rating some aspects of the program significantly more favorably. In addition, more students who identified as Black or African American participated in the remote format than in the in-person format. We describe lessons learned from this unprecedented challenge and future program directions.

Participants Reach New Heights at Spokane's Youth Technical Program

The 2022 IEEE International Symposium on Electromagnetic Compatibility, Signal & Power Integrity returned to an in-person format in August, after two years of a virtual conference format. Along with the return of the in-person format for the Symposium came the return of the Youth Technical Program (YTP), an opportunity for children of attendees, ages 6 - 16, to participate in the Symposium.

Student Choices and Perceptions of Online-Only Courses During the COVID-19 Pandemic

Online learning is a growing phenomenon in higher education (Chem, Home, Florell, &amp; Thomas, 2002; Reagan, Evmenova, &amp; Baker, 2014). This study explored the COVID-19 pandemic's influence upon undergraduate university students' decisions to take courses in a traditional in-person format or an online-only format, an issue that has impacted education around the globe (Besser, Gordon, &amp; Zeigler-Hill, 2020). Understanding this issue is a growing convern during the COVID-19 pandemic and understanding it has implications for future K-12 and higher-eduacation online enrollment projections for the future. The study utilized a survey with multiple-choice questions and the opportunity for participants to select "other" and write their own answers. The survey also included open-ended questions soliciting participant beliefs on the advantage and disadvantes of online-only learning formats. The results of this study indicate that students take online-only classes for many reasons, including the need for a more flexible schedule, the ability to work at their own pace, the physical distance from the university, and, in 2020, concerns about health and safety during the COVID-19 pandemic.

The Photography and Memory Project: Adapting an Intergenerational Program During a Global Pandemic

Since 2019, a university-community partnership has connected undergraduate students with older adults from independent living and community-based settings (i.e., library, art museum) for a photography-based intergenerational program. This study compares the implementation and impacts of this photography-based intergenerational program both in an in-person format before the COVID-19 pandemic (n=34) and an online format during the COVID-19 pandemic (n=25). Pre- and post- results from older adult and undergraduate student participants regarding social connection and evaluation comments from program participants and staff were compared between the pre-pandemic, in-person format, and the same program’s offering the next year in a virtual format. Results indicate that the benefits of this intergenerational photography program were experienced at a similar level during and before COVID-19. Findings demonstrate that intergenerational programs could effectively continue in remote formats, while also identifying potential challenges in implementation for staff regarding managing logistics and maintaining engagement among participants.

The Focus Group Must Go On: Lessons Learned from Conducting Virtual Focus Groups

The Covid-19 pandemic has presented a multitude of challenges in conducting research with human subjects. In response, researchers have found creative ways to complete these studies using alternative methods that incorporate social distancing. Fortunately, numerous technologies exist today that allow individuals to connect with one another over short and long distances. The current study describes the development of LifeBio Memory: an app-based product that utilizes artificial intelligence and machine learning to improve an existing life story intervention designed for persons living with dementia (PWD). Seven focus groups (n=35), originally planned in-person, were successfully converted to a virtual setting. Groups were hosted using a Zoom platform, lasted 75-90 minutes (Mean = 85; SD = 5.3), and consisted of participants from 14 different states: One group of community-dwelling PWDs with early-stage dementia (n=5); two groups of current and former users of the original LifeBio program (n=12); and four groups of residential care staff and directors (n=18). Virtual focus group delivery was determined to be an acceptable and feasible alternative to traditional in-person formats. Topics discussed in this poster will include: 1) recruitment procedures, 2) screening protocols, 3) methods for sharing materials, 4) guidance for providing technology support, and 5) communication strategies to increase retention. Further discussion will focus on challenges faced when collecting data in a virtual setting, tips for successful facilitation, advantages to using virtual alternatives, and other lessons learned from the virtual field.

85. A Virtual Platform for Mentoring Clinician Educators at IDWeek is as Effective as In-Person

Abstract Background Career mentorship for clinician educators (CE) may be difficult to obtain within one’s home institution. During IDWeek 2018 and 2019, a mentoring program pairing junior faculty pursuing careers as CEs with more experienced CEs from other institutions was found to be feasible and effective. During IDWeek 2020, the program was transitioned to a virtual format. We assessed the feasibility and efficacy of this virtual mentoring program. Methods Junior and established CEs were recruited through the IDSA listserv and Medical Education Community of Practice and paired. Mentees completed an individual development plan (IDP) and identified discussion topics for their meeting. Mentors received training on successful mentoring and their mentee’s IDP and CV prior to meeting. Mentor and mentees met via videoconference for one hour during IDWeek 2020, created an action plan, and scheduled a follow-up call. Post-participation surveys were sent to mentees and mentors. Results 30 mentor and mentee pairs were matched; 1 pair did not meet. Compared to IDWeek 2018 (17) and 2019 (20), the 2020 program had more mentees (30). 24 (80%) mentees completed the pre-session survey; 17 (59%) mentees and 20 (69%) mentors completed the post-session survey. When compared to survey results from mentees in 2018-19 who met in-person, mentees in the virtual format reported similarly high rates of satisfaction, planned to make changes at work, had an increase in confidence, and felt it was a valuable experience (Table 1). Mentors also reported high rates of satisfaction with the experience in 2020 and were likely to participate in the program next year (Table 2). Only 1 (6%) mentee reported that the virtual format negatively impacted their experience, although 6 (30%) mentors reported some negative impact of the virtual format (Table 3). Table 1. Post-session mentee survey responses across 2 in-person years (2018, 2019) compared to the virtual mentoring program (2020) Table 2. Post-session mentor survey responses across 2 in-person years (2018, 2019) compared to the virtual mentoring program (2020) Table 3. Experience of mentees and mentors with the 2020 virtual mentoring program Conclusion A virtual mentoring program for CEs was feasible and as effective for mentees as an in-person format. Some mentors felt that the virtual nature did negatively impact the experience although it had minimal negative impact on mentees. Disclosures David J. Riedel, MD, MPH , Gilead (Advisor or Review Panel member)ViiV (Advisor or Review Panel member) Vera Luther, MD, Nothing to disclose Wendy Armstrong, MD, Nothing to disclose Brian Schwartz, MD, Nothing to disclose

Equity in medical education: Addressing microaggressions and discrimination on the wards

Purpose Existing frameworks to address instances of microaggressions and discrimination in the clinical environment have largely been developed for faculty and resident physicians, creating a lack of resources for medical students. Methods We implemented a workshop to prepare pre-clinical medical/dental students to recognize and respond to microaggressions. Participants in three cohorts from 2018 to 2020 completed pre- and post-workshop surveys assessing the prevalence of exposure to clinical microaggressions and the workshop’s effect on mitigating commonly perceived barriers to addressing microaggressions. Results Of 461 first-year medical and dental students who participated, 321 (69.6%) provided survey responses. Over 80% of students reported experiencing microaggressions, with women and URM students over-represented. After the workshop, participants reported significant reductions in barriers to addressing microaggressions and discrimination, including recognizing incidents, uncertainty of what to say or do, lack of allies, lack of familiarity with institutional policies, and uncertainty of clinical relevance. The workshop was similarly effective in-person and virtual formats. Conclusions Most medical/dental student respondents reported experiencing microaggressions in the clinical setting, particularly female and URM students. Our workshop mitigated most perceived challenges to responding to microaggressions. Future interventions across institutions should continue to equip students with the tools they need to address and respond to microaggressions.

Abstract 11441: The Smarter Weight Loss Intervention Trial: The Effect of Real-Time Feedback on Weight Loss at 12-Months

Introduction: Obesity prevalence exceeds 40%, yet availability of standard behavioral treatment to those with overweight/obesity is limited; moreover, its in-person format and intensity is unappealing to some. Evidence indicates that providing feedback (FB) to self-monitoring (SM) of lifestyle behaviors improves outcomes. We tested the efficacy of delivering tailored FB messages remotely compared to no FB on weight loss outcomes. Hypothesis: At 12 mos participants receiving feedback (SM+FB) would have greater weight loss than those in the SM only group. Methods: We randomized 502 adults with overweight/obesity to either SM+FB (n=251) or SM alone (n=251). We delivered 3 smartphone pop-up messages/day to SM+FB group that were tailored to SM entries and delivered at random during waking hours. SM tools included a smartphone app to self-report diet, Fitbit Charge 2 to monitor physical activity, and a digital scale to track weight. All had a 90-min 1:1 intervention session with a dietitian at baseline that focused on behavioral changes to achieve weight loss. Percent weight loss from baseline and percentage of participants having ≥5% weight loss at 12 mos were compared between treatment groups using an intention-to-treat approach. Missing assessment weights at 12 mos were imputed using participants’ weight tracking data. Results: The sample was mostly female (79.5%) and white (84.3%) with a mean BMI of 33.1 ± 3.93 kg/m 2 . Based on the linear mixed modeling of weight, only a significant time main effect was observed ( F = 61.43, P &lt;.0001), suggesting that on average there was significant change in weight over the 12-month period. Both groups had similar percent weight loss at 12 mos, SM+FB group: mean [95% CI] -2.12% [-3.04, -1.20] and SM group: -2.39% [-3.32, -1.47] (P= .679). The percentage achieving ≥5% weight loss at 12 mos was also similar between the groups (26.3% for the SM+FB group and 29.1% for the SM group) (P= 0.485). Conclusions: The results did not support our hypothesis that participants in the SM+FB group would show greater weight loss at 12 mos than those in the SM group; however, the data support clinical efficacy for both approaches to a weight loss intervention.