Program Practices Research Articles

P-13. Awareness, Attitudes, Knowledge and Barriers Related to Adult Pneumococcal Vaccination among Internal Medicine Residents and Fellows in University Hospital, Thailand

Abstract Background Pneumonia is the leading cause of global mortality with Streptococcus pneumoniae as a leading pathogen in high-risk adults. Although vaccination is crucial for preventing pneumococcal infections, its uptake remains suboptimal in Thailand. Internists, pivotal in managing such patients, are at the forefront of promoting vaccination. Therefore, this study aimed to explore factors related to physicians’ pneumococcal vaccine administration among high-risk adults in university hospital in Thailand. Methods This web-based survey cross-sectional study was conducted at King Chulalongkorn Memorial Hospital, Bangkok, Thailand (university hospital). Participants were residents and fellows in Department of Medicine. The questionnaire included demographic data and vaccine-related inquiries in various aspects including awareness, attitudes, and knowledge towards pneumococcal vaccination. Results The study involved 93 participants. Demographic data was presented in table 1. Awareness of pneumococcal vaccination was generally high and attitudes were positive. Overall, participants showed a good knowledge of pneumococcal infection, but participants with lower rate of vaccination administration had significant lower knowledge than participants with higher rate of vaccination administration (table 2). Key barriers to vaccination included limited access to advice and recording systems, cost issues, and a lack of specialized consultation. Potential quality improvement strategies were electronic vaccination record, easy-to-access guideline, and vaccine consultation clinic. Conclusion This study emphasizes the importance of addressing barriers like limited access to vaccination advice and recording systems, cost issues, and a lack of specialized consultation. Implementing targeted interventions and raising knowledge and awareness of vaccination are key steps toward reducing the burden of pneumococcal infections. These results would lead to improvement of residency and fellowship training program and vaccination practice in our hospital. Disclosures Pawat Phuensan, MD, MSc, GSK: Grant/Research Support|GSK: Honoraria|MSD: Honoraria|Pfizer: Grant/Research Support|Pfizer: Honoraria|Siam Pharmaceutical: Grant/Research Support|Takeda: Honoraria

Exam Proctoring in Online Business Education: Empirical Insights and Strategic Recommendations

This study examines the impact of exam proctoring on student performance in online MBA courses. Following the literature, this topic remains relatively understudied in graduate-level online business courses, particularly those focusing on economics. Using data from two sections of an online MBA economics course – one with proctored exams and one without – the study identifies a significant performance gap, with students in the proctored setting achieving lower scores. The findings further suggest that proctoring methods and students' comfort with proctoring technology can influence performance. Based on these results, strategic recommendations for improving exam practices in online MBA programs are provided.

Making connections for children and teachers: using classroom-based implementation supports for teaching Pyramid Model practices in Head Start programs

IntroductionIn partnership with an urban school district Head Start program, we created a set of intervention supports that built upon the strengths of the district program services already in place.MethodsWe conducted a randomized control trial to test the use of natural helpers (teachers, special education coaches, and curriculum specialists) participating in practice-based coaching and monthly communities of practice, to augment a districtwide universal social-emotional program, The Pyramid Model for Promoting Social and Emotional Competence in Infants and Young Children. Participants included 53 preschool teachers and 519 preschool children, across 26 classrooms, and 9 schools in a high poverty area of the district. Teachers were randomized to a waitlist control or intervention condition. Intervention teachers participated in practice-based coaching and monthly communities of practice over the course of two years.ResultsSignificant effects were found on participating intervention teachers’ observed increased implementation of positive social-emotional practices in the classroom, decreases in red flags (observed teaching behaviors counter to the Pyramid Model), and increased teacher reports of self-efficacy in the intervention group, compared to control teachers. No significant impacts on child classroom behavior problems, self-regulation, or approaches to learning skills were found for children enrolled in intervention classrooms, compared to children in the control classrooms.DiscussionFuture directions for research and implications for practice are discussed.

A qualitative study to understand the facilitators of and barriers to retention in care to the national PMTCT Option B+ programme in Uganda.

Effective prevention of mother to child transmission (PMTCT) programmes require women and their infants to have access to a cascade of HIV care and treatment interventions. Retention in care reduces the risk of vertical transmission and opportunistic infections among mothers living with HIV. Uganda has made great strides in ensuring the success of the prevention of mother to child transmission program. Although an increasing number of people living with HIV (PLHIV) in Uganda are benefiting from the rapid scale-up of antiretroviral therapy (ART), retention in HIV care and treatment services remains a major concern. Identifying and understanding the reasons for dropping out of care among mothers enrolled in the Option B+ program among those who were retained and those who dropped out is key to inform policy and program practice. We conducted a qualitative study to understand the facilitators of retention and reasons for loss to follow-up among HIV positive mothers in central Uganda who engaged in the Option B+ program. We conducted 29 focus group discussions (FGDs) with Village Health Teams (VHT) and 'Peer Mothers'. We performed 21 in depth interviews (IDI) with mothers who had been lost to follow up during the post-partum period, and 27 among those who remained in care. These were conducted in 18 districts in Central Uganda. Participants identified barriers and facilitators to retention in HIV care. Barriers included self-stigma and fear of disclosure, mental health challenges, community perceptions, poor health provider attitudes and structural challenges, lack of transportation and food, long waiting time at health facilities and client mobility. Both the clients retained and not retained in care discussed mental illness, feeling sick and competing priorities as barriers. Facilitators for retention in care included adequate community support systems, early initiation on ART, giving birth to HIV negative children and economic stability. These were noted as key enabling factors for retention. It was also highlighted that presence of friendly clinic staff members, scheduling reminders were important aspects of retention. Findings highlighting barriers covering personal, interpersonal, structural and community suggest that developing client-centered models addressing social and community barriers and provide more holistic services is key to retaining mother-infant pairs in care. Emphasis on the use of community health workers and provision of financing, as well as institutionalization of quality improvement would provide alternatives for overcoming barriers to retention in care.

Commentary on "Descriptive Study of Go Baby Go Program Practices and Evaluation Processes".

Commentary on "Descriptive Study of Go Baby Go Program Practices and Evaluation Processes".

Islamic Microfinance and Sustainable Development Goals (SDGs): Evidence from Bangladesh, Malaysia and Turkey

This study examined the impact of Islamic microfinance though its Islamic, social, and ethical goals, adoption of profit and loss sharing (PLS) modes (Musharakah, Mudarabah), non-PLS modes (Murabahah, Ijarah) and charity-based financing modes (Zakat, Sadaqah, Qard al-Hasan) on Sustainable Development Goals (SDGs). In addition, it examined the impact on household income, enterprise development as well as program and practice. This study utilized a quantitative research design to evaluate the impact of Islamic microfinance on achieving SDGs in Bangladesh, Malaysia, and Turkey. Responses were obtained from 367 participants, comprising of beneficiaries of Islamic micro-finances in the three selected countries, using a structured questionnaire developed and administered through Google Forms. The findings reveal that profit-and-loss-sharing (PLS) mode of Islamic microfinancing promote SDGs while other modes such as non-PLS and charity-based financing show limited contributions due to operational inefficiencies and short-term focus. Household, enterprise development as well as program practice impacts highlight the need for scalable and systemic interventions, as their current implementations do not consistently translate into broader SDGs achievements. Based on the findings of the study, the study recommended that Policymakers should encourage the adoption of PLS contracts, supported by regulatory frameworks that mitigate moral hazard and adverse selection problems in Islamic microfinancing.

UNDERSTANDING SEVERITY OF ELDER MISTREATMENT: FINDINGS FROM THE CANADIAN LONGITUDINAL STUDY ON AGING

Abstract Basic elder mistreatment knowledge on risk factors and prevalence has advanced substantially over the past two decades. However, research in this area has predominantly framed our understanding of elder mistreatment in binary (no/yes) terms. While a binary understanding of elder mistreatment is necessary to determine prevalence/incidence, this conventional framing obscures the variation in lived experiences across cases and provides limited clinical insights for response interventions seeking to reduce harm. Building on prior research examining elder mistreatment through a lens of severity, this study analyzed data from the population-based Canadian Longitudinal Study on Aging to both describe the range of elder mistreatment severity across cases and identify longitudinal risk/protective factors associated with severity levels. An ecological-systems perspective organized potential risk/protective factors from several levels of influence. Drawing on a nationally stratified, random sample (n=23,468) of community-dwelling adults aged 65 or older interviewed over a three-year period, the current study analyzed a subsample (n=2368) of older adults identifying as victims of emotional, physical, or financial mistreatment. Severity was operationalized according to past-year frequency and multiplicity of mistreatment behaviors experienced. Ordinal/multinomial logistic regression was used to examine static and change risk/protective factors for elder mistreatment in general and for separate subtypes. Older adults with lower physical, cognitive and mental health, higher levels of child maltreatment, who lived with their perpetrator, and identified as female were more likely to experience severe forms of mistreatment. Findings from this study advance our basic knowledge on elder mistreatment phenomena and inform practice in community-based response programs.

The Effectiveness of Nurse-Led Outreach Programs for At-Risk Populations: A Comprehensive Review of Patient Education Outcomes and Nursing Interventions

Background: Nurse-led clinics (NLCs) have emerged as a pivotal innovation in healthcare, aiming to enhance the management of chronic diseases while ensuring patient-centric care. However, the effectiveness of these clinics in promoting patient education and health outcomes remains inadequately evaluated, particularly regarding standardized nursing terminologies. Methods: This review systematically examined the literature on nurse-led outreach programs for at-risk populations, focusing on the outcomes of patient instruction based on the Nursing Outcome Classification (NOC). A comprehensive search of electronic databases, including Medline, Embase, and Web of Science, was conducted to identify relevant studies published up to 2023. Results: The findings indicate that NLCs significantly improve patient outcomes, particularly in managing chronic conditions such as hypertension and diabetes. Standardized nursing languages were found to enhance the assessment of educational outcomes, enabling nurses to evaluate the effectiveness of their interventions more accurately. Additionally, the review highlighted the importance of addressing psychological health outcomes alongside physical health metrics. Conclusion: The integration of evidence-based practices in nurse-led outreach programs is essential for optimizing patient education and health outcomes. This study underscores the necessity for further research to systematically evaluate the impact of NLCs on diverse patient populations and to develop effective educational strategies that can be standardized across healthcare settings

Service providers’ perspective on gender and cultural practices in juvenile diversion programs

Understanding service providers’ preferences and practices in diversion settings is an essential step for policy recommendations. This qualitative grounded theory study evaluated 21 service providers opinions about the impact of gender and culture at seven alternative-to-incarceration agencies for juveniles in New York City. Providers expressed less negativity toward working with girls than indicated in prior studies and favored gender, ethnic, and racial matches between service providers and juveniles, although such matches reduced identity discussions. While this study highlights a need for gender- and culturally informed training, further research should assess whether such frameworks improve program outcomes and reduce juvenile recidivism.

Enhancing Undergraduate Engineering Education: Collaborative and Reflective Practices in Professional Learning Programs for Instructors and GTAs

This study focuses on a professional learning program designed to enhance pedagogical practices for engineering educators at a Canadian university. Rooted in situated learning theory, the program encompasses key themes such as the philosophy of teaching and learning, fostering learning opportunities, designing course for learning, and the scholarship of teaching and learning. Throughout the program, participants, including professors and graduate teaching assistants (GTAs), engaged in understanding student-centered pedagogies, reflective practices, and collaborative learning within Communities of Practice (CoPs). Employing a case study approach, we investigate participants’ learning experiences with the program. The outcomes of this study reveal participants’ emphasis on student-centered pedagogies, recognition of the value of CoPs and instructional coaches, reflection on pedagogical change, and the challenges and tensions encountered during program engagement.

Elements of disenchantment: Exploring the development of academic disenchantment among US engineering graduate students

AbstractBackgroundGiven high attrition rates and lack of interest in faculty careers, it is crucial to understand how doctoral engineering students conceptualize academia and academic careers.Purpose/HypothesisThis study aims to characterize the development of academic disenchantment among engineering students who have considered departure from their doctoral programs. Schema theory was used to explore how students develop and evolve in their conceptualizations of academia through their lived experiences.Design/MethodData were collected from 42 graduate students from research‐intensive universities across the United States who participated in qualitative, semi‐structured interviews investigating expectations for graduate school, experiences, attrition and persistence considerations, and career trajectories. The transcripts were thematically analyzed through open and axial coding to understand how students constructed their schemas of the academy.FindingsExperiences and quotations of four participants are presented to describe the results of the transcripts. Participants' misaligned expectations of their graduate program's values and practices, coupled with a lack of agency and support, led them to see their graduate programs as antagonistic to their short‐ and long‐term career success. Even for students who may likely persist through to PhD degree completion, the development of disenchantment dissuades students—even those who once desired a faculty career—from interest in the academy.ConclusionsBy understanding how disenchantment arose in our participants' experiences, we better understand how to equip students with resources that will help them navigate graduate programs. This research advances the literature by identifying underutilized opportunities to prepare students to cope with the challenges of engineering doctoral education.

Comparative Analysis of the Vision of the Importance of Priority National Tasks in the Field of Education by Heads of General Education Organizations and Classroom Teachers

Introduction. The article considers the problem of vision of the significance of priority national tasks in the field of education by the heads of general education organizations and class teachers. The current social situation of development of the younger generation and the state order determine the need to update education through the achievement of priority national tasks in the field of education. In this regard, approaches to class management are being rebuilt. Strengthening class management significantly depends on understanding the significance and acceptance of priority national tasks not only by the class teachers themselves, but also by the heads of general education organizations that provide administration and maintenance of the entire educational system of the school. Methodology. The study is based on the analysis of empirical data obtained using a single online questionnaire for heads of general education organizations and class teachers. The sample of respondents was formed randomly. The study involved 4539 people from 7 regions of the Russian Federation. Results. Processing of information characterizing the sample of respondents, using the Pearson correlation criterion, showed that the age criterion is significantly correlated with the experience of class management (0.574). Teaching experience significantly correlates with the experience of working as a class teacher (0.714). Processing the survey results using the parametric Student t-test showed that the most reliable survey indicators were obtained for the block “Identifying in the activities of the class teacher ways to create a comfortable psychological climate and humanize interpersonal relationships in the classroom” (average for directors – 24.1346; average for class teachers – 23.0018). Conclusions. The results of the study made it possible to obtain new data on the current state of the educational system in terms of class management through a comparison of the vision of approaches to achieving priority national objectives by heads of general education organizations and class teachers, which makes it possible to develop and implement in the practice of a modern school programs for improving the professional competencies of teaching staff performing the functions of class teachers.

Students perceptions & motivation for ‘Basic Pranic Healing workshop’ and its impact on the well-being of medical students

Pranic Healing (PH) is an ancient energy healing method focusing on the body's energy fields. The study explores its potential positive impact on the well-being of medical students. Existing research supports the transformative effects of PH on molecular structures and overall well-being. Spiritual well-being has been linked to mental health, and the study aims to evaluate the connection between Basic Pranic Healing workshops and students' mental health in a stressful medical school environment.This retrospective observational pilot study recruited 50 medical students through purposive sampling. Participants from Dr. Baba Saheb Ambedkar Medical College, Delhi, India, completed pre and post-workshop questionnaires, assessing knowledge, attitude, interest, motivation, and impact on well-being. Data were analyzed using SPSS, employing descriptive statistics and relevant tests.45 interested students participated, with a mean age of 20.78±2.09, 68.8% female. Significant improvements were observed in pre and post-workshop scores for knowledge (p = 0.00), interest (p = 0.00), and confidence (p = 0.00). Beliefs shifted positively with a final favorable perception . Participants reported a positive impact on various life domains with 56% practicing learned techniques weekly. Efficacy in healing (73.4%) and self-healing (84.4%) was notable The Basic Pranic Healing workshop effectively enhanced participants' knowledge, interest, confidence, beliefs, and overall perceptions. Positive impacts on various life domains and high success rates in healing demonstrate the practical relevance of Pranic Healing in promoting well-being. Findings support the integration of holistic healing practices in healthcare training and personal development programs.

IB MYP 디자인 교과를 접목한 중학교 기술 수업 단원 계획서 작성 과정 연구

Objectives This study aims to explore the process of writing a unit plan for a middle school technology class that grafts the MYP design subject by applying the 2022 revised middle school technology curriculum according to the IB MYP unit plan form and writing steps. Methods This study explored the principles and guidelines for writing MYP design unit plans, focusing on related documents such as the IB MYP secondary education program principles and practice and the IB MYP design curriculum guide provided on the IBO official website. In addition, by analyzing literature and prior research related to the revised 2022 middle school technology curriculum, the process of writing unit plans for middle school technology classes grafting IB MYP design subjects was examined, and a unit plan for middle school technology classes ingrafting IB MYP design subjects was written based on this. Results The unit plan for a middle school technology class that grafts IB MYP design subjects was written with the following results. Firstly, the unit plan format and writing steps of the IB MYP design curriculum were explored. Secondly, the IB MYP unit plan was applied to the invention unit of the 2022 revised middle school technology curriculum. Thirdly, a specific lesson plan for the invention unit was created. Conclusions Firstly, the IB MYP design curriculum guide was organized around four goals: exploring and analyzing, developing ideas, creating solutions, and evaluating. Secondly, the 2022 revised middle school technology curriculum was organized around technical problem solving and innovation, sustainable technology, and convergence. Thirdly, the possibility of grafting the IB MYP design curriculum with the 2022 revised middle school technology curriculum was confirmed. Fourthly, the process of writing a middle school technology class unit plan that grafted the IB MYP design curriculum was confirmed.

Multilevel factors influence the use of a cardiovascular disease assessment tool embedded in the electronic health record in oncology care.

Digital health tools are positive for delivering evidence-based care. However, few studies have applied rigorous frameworks to understand their use in community settings. This study aimed to identify implementation determinants of the Automated Heart-Health Assessment (AH-HA) tool within outpatient oncology settings as part of a hybrid effectiveness-implementation trial. A mixed-methods approach informed by the Consolidated Framework for Implementation Research (CFIR) examined barriers and facilitators to AH-HA implementation in four NCI Community Oncology Research Program (NCORP) practices participating in the WF-1804CD AH-HA trial. Provider surveys were analyzed using descriptive statistics. Interviews with providers (n=15) were coded using deductive (CFIR) and inductive codes by trained analysts. The CFIR rating tool was used to rate each quote for (i) valence, defined as a positive (+) or negative (-) influence, and (ii) strength, defined as a neutral (0), weak (1), or strong (2) influence on implementation. All providers considered discussing cardiovascular health with patients as important (61.5%, n=8/13) or somewhat important (38.5%, n=5/13). The tool was well-received by providers and was feasible to use in routine care among cancer survivors. Providers felt the tool was acceptable and usable, had a relative advantage over routine care, and had the potential to generate benefits for patients. Common reasons clinicians reported not using AH-HA were (i) insufficient time and (ii) the tool interfering with workflow. Systematically identifying implementation determinants from this study will guide the broader dissemination of the AH-HA tool across clinical settings and inform implementation strategies for future scale-up hybrid trials.

Straight From the Source: Doctor of Physical Therapy Students' Perspectives on the Impacts of Program Policies and Procedures on Sense of Belonging.

There is an urgent need to increase access to and inclusion in health professions education programs for individuals with diverse backgrounds and needs. The purpose of this study is to explore student perspectives of the ways in which current Doctor of Physical Therapy (DPT) program policies, procedures, and practices may facilitate or hinder a culture of belonging and the ability to participate across diverse student identities and needs. To date, there are no best practices in promoting and supporting health profession student belonging, and the student voice is absent in the literature. This prompts a need for guidance on where and how academic DPT programs should focus initial efforts as they self-assess their degree of compliance with newly revised accreditation standards. Sixteen DPT student volunteers from 2 institutions across 4 campuses in 4 states. A cross-sectional qualitative study using thematic analysis with semistructured interviews was used to gather student perspectives regarding factors that positively and negatively affect sense of belonging. Three researchers qualitatively analyzed transcriptions using a combination of open and axial coding to identify themes. Final consensus coding yielded 179 coded responses across 95 unique codes categorized in 6 themes: faculty and staff relationships, program policies and procedures, cohort and peer relationships, diverse identities, communication, and program resources. This is the first study known to investigate the use of student voice to better understand, operationalize, and potentially improve belonging within DPT education. Results demonstrate that when given a voice, students are able to articulate both observations of present-state sense of belonging and clear ideas and recommendations for ways in which DPT programs could address sense of belonging. Findings may help frame program policies and procedures from the student lens by offering themes, strategies, and recommendations for promoting a culture of belonging.

The Construction of British Columbia's Palliative Care Benefits Policy and Implications for Nursing Practice.

Nurses have a critical role to play in creating, implementing, critiquing, and advancing health policy within diverse contexts to ensure people living with life-limiting illness receive equitable and ethical access to palliative care services and programs. This article describes a critical analysis of the British Columbia's Palliative Care Benefits (BCPCB). The BCPCB is a provincial government program in British Columbia (B.C.), Canada, that provides eligible residents with palliative care services at home. Utilizing Fairclough's Dialectical-Relational Critical Discourse Analysis, the study investigates the process by which BCPCB determines B.C. residents' eligibility and access to resources proportionate to their need, function, illness burden, and urgency. This article reviews the construction of palliative care in Canada and how current biomedical perspectives construct palliative care policy and services in B.C. The findings indicate that the BCPCB program produces vague, discriminatory, and ableist prognostication practices through the implementation of its eligibility policy. This article also suggests that palliative care nurses are optimally positioned for policy influence: to critique, disrupt, and transform the BCPCB Program and palliative care practices.

Evaluation of School Health Nursing Practice in Acute Health Problems with the Omaha

Objective: Healthcare professionals use the Omaha System to diagnose problems in healthy and sick people, identify interventions, and evaluate their outcomes. The main aim of this research was to evaluate the effectiveness of combining the Omaha System-Based Electronic Health Record Program and School Health Nursing Practices in managing acute health issues. Methods: The data for this study was collected using a retrospective-descriptive approach, using the Nightingale Notes Champ Software and the health infirmary notebook. Results: The mean age of the participants was 10.30 ± 1.57, with 56.1% being female students. A total of 17 problems were identified and diagnosed 1230 times among the students who visited the health infirmary during the study period. The issues were in the “Physiological” domain 88.9%, Psychosocial” 7%, and “Health Behaviors” 4.1%. The most commonly identified health issues were related to “Skin” 24.2%, “Pain” 20.7%, “Digestive-Hydration” 10.7%, “Circulation” 8.1%, “Oral Health” 7.0%, “Neuromuscular Function” 6.1%, “Mental Health” 5.1%. The Intervention Scheme for the seven most frequent health problems included 17 targets and 1007 nursing interventions, with the Surveillance category being the most commonly used intervention. Conclusion: The Omaha system has significantly contributed to decision-making based on retrospective data by making intervention processes more systematic in acute health practice in the school environment. As an evidence-based method, the Omaha system supports improving quality and professionalism in school nursing.

Tracking outcomes of activity-based therapy after spinal cord injury: a qualitative study of current practice in Canada

Purpose Activity-based therapy (ABT) promotes neuromuscular activation below the injury level in individuals with spinal cord injury (SCI). This qualitative descriptive study explored the experiences and perceptions of Canadian clinicians and clinic administrators regarding assessment practices in community-based ABT programs. Methods Twelve participants from six community clinics, in four provinces, completed individual interviews that followed a semi-structured guide informed by the Theoretical Domains Framework. These interviews explored current ABT assessment practices, needs, benefits and challenges. Interviews were audio-recorded and transcribed verbatim. Using interpretive description, and guided by the DEPICT model, data were collaboratively analyzed to identify an overarching theme and categories. Results One overarching theme was identified: ABT is a developing field that lacks standardized guidelines for assessment practices. Four categories were identified within this theme: factors influencing clinician’s decisions about ABT assessment practice, challenges with current ABT assessment practice, advantages of current assessment practice, and progression of assessment for ABT programs. Participants would like standardized assessment tools and improved awareness of and access to assessments for ABT programs. Conclusions Canadian community-based ABT clinics lack standardized assessment practices. Leadership and collaboration are needed to develop and implement assessment guidelines to support research and advocacy for ABT after SCI.

Trends in Urology Residency Applications: Results from The Society of Academic Urologists Program Director Survey from 2022 to 2024.

To provide a cross-sectional view of the current opinions surrounding the urology match by analyzing data from the annual Society of Academic Urologists Program Director Surveys conducted between 2022 and 2024. Data collected through surveys distributed to all urology program directors consisting of questions covering program demographics, applicant selection criteria, preference signals, virtual interviews, and other relevant topics. 89, 90, and 89 program directors participated in the surveys for the years 2022, 2023, and 2024, respectively. The analysis revealed shifts in application review criteria, with increased emphasis on subinternship performance, letters of recommendation, and USMLE Step 2 Clinical Knowledge scores. Preference signals were widely adopted and viewed positively by program directors, with a majority supporting the continuation in a large-volume format. Virtual interviews were met with mixed sentiments, with concerns raised about their effectiveness in assessing candidates and replicating in-person experiences. However, they were recognized for their potential to level the playing field. This study underscores the evolving landscape of urology resident match. The adoption of virtual interviews, preference signals, and other changes co-occurring in medical education have altered the means through which applicants have been historically assessed. The findings highlight the need for ongoing feedback and transparency to ensure equitable practices for both applicants and residency programs.