Videoconferencing Technology Research Articles

Assessing Foundation Students’ Acceptance in Using Video Conferencing Technologies (VCTs) as Online Learning Platforms during the Pandemic

Assessing Foundation Students’ Acceptance in Using Video Conferencing Technologies (VCTs) as Online Learning Platforms during the Pandemic

Health in Down syndrome: creating a conceptual model.

Down syndrome (DS) has a unique medical and psychological profile that could impact how health is defined on three dimensions: physical, social and mental well-being. In 2021, we presented our proposed conceptual model to three expert panels, four focus groups of parents of individuals with DS age 0-21years and four focus groups of individuals with DS age 13-21years through videoconferencing technology. Participants gave feedback and discussed the concept of health in DS. Feedback from participants resulted in iterative refinement of our model, retaining the three dimensions of health, and modifying constructs within those dimensions. Experts and parents agreed that individuals with DS have unique health concerns that necessitate the creation and validation of a syndrome-specific health model. We present key themes that we identified and a final conceptual model of health for individuals with DS. Health in DS is a multi-dimensional, multi-construct model focused on relevant constructs of causal and effect indicators. This conceptual model can be used in future research to develop a syndrome-specific measure of health status.

The impact of digital competence on telehealth utilization

ObjectivesTelehealth use has increased steadily since the mid-2000′s when technology shifted from voice-only systems to live video-conferencing and other technologies supported by broadband Internet. More recently, the COVID-19 pandemic has resulted in exponential growth in telehealth use. As telehealth systems become increasingly complex and gain widespread adoption, this study explores how users’ digital competences affect telehealth use. MethodsWe apply a series of multivariate logit models to a representative sample of California adults with Internet access surveyed in early 2021. We estimate the impact of self-reported digital competence–using items from the digital skills assessment scale–on a participant's likelihood of telehealth use during the COVID-19 pandemic as well as the likelihood to continue using telehealth beyond the pandemic. ResultsThe findings show that a one-unit increase in digital competence is associated with 72.8% greater odds of telehealth use (p <0.001) and 71.6% greater odds of willingness to continue using telehealth services beyond the pandemic (p<.01). We also found that greater social and economic capital generally were associated with increased odds of telehealth use. ConclusionsImproving access to telehealth will require solutions addressing both the first level (i.e., access to broadband and devices) and the second level (i.e., skills and attitudes towards the internet) of digital inequality. Policies and programs seeking to expand internet access must be coupled with investments in digital upskilling and training. Those with limited digital competence will face continued barriers in navigating telehealth systems, further exacerbating disparities in healthcare access and outcomes. Public Interest SummaryDigital competence is the ability and confidence to apply one's knowledge and skills to perform tasks through information technology, including computing devices and the internet. This study explores the relationship between digital competence and telehealth use among those with broadband internet access at home. Telehealth has become increasingly common due to its cost-effectiveness and accessibility for patients unable to visit healthcare facilities. Though the COVID-19 pandemic has contributed to a significant increase in telehealth use, it is expected that telehealth services will continue to expand after the pandemic subsides. In our analysis of California adults, a year into the pandemic, we find those with greater digital competence are more likely to have used telehealth during the pandemic. Further, among telehealth users, those with greater digital competence are more likely to continue using telehealth beyond the pandemic. Addressing disparities in healthcare access and outcomes will require improving potential users’ digital competence.

Abstract C109: Testing Home-based Exercise Strategies in Underserved Minority Cancer Patients Undergoing Chemotherapy (THRIVE) Trial: A study protocol

Abstract Background: Higher rates of physical inactivity and comorbid conditions are reported in Hispanic and Black cancer patients receiving chemotherapy, compared to their White counterparts. Despite the beneficial effect of exercise training for cancer patients, rates of participation in clinical cancer trials are low among disadvantaged and racial and ethnic minority groups. This is possibly due to more barriers and less access to exercise training. Therefore, there is a crucial need for better understanding of how to apply exercise interventions using novel, accessible, and cost-effective home-based exercise approaches for Hispanic and Black communities, particularly during chemotherapy. In this study, we will examine the effect of supervised and unsupervised exercise on minutes of physical activity among Hispanic and Black cancer patients undergoing chemotherapy for breast, colorectal, and prostate cancer. Methods: The THRIVE trial is an 8-month prospective, three-arm study of 135 patients who are randomized in a 1:1:1 fashion to a supervised exercise intervention (SUP), unsupervised exercise (UNSUP), or an attention control group. Eligible patients include those with early-stage breast, colorectal, or prostate cancer, planning to receive chemotherapy, are sedentary, overweight or obese, and self-identifying as Hispanic or Black. Patients randomized to the SUP group participate in a home-based 16-week periodized aerobic and resistance exercise program performed three days per week, supervised through video conference technology. Patients randomized to the UNSUP group participate in an unsupervised 16-week, telehealth-based, periodized aerobic and resistance exercise program performed three days per week using the same exercise prescription parameters as the SUP group. The attention control group receive a 16-week home-based stretching program. The primary outcome is changes in minutes of physical activity assessed by 7-day accelerometry at month 4. Secondary outcomes include cardiovascular risk factors, patient-reported outcomes, and physical function. Outcome measures are tested at baseline, post-intervention at month 4, and after a non-intervention follow-up period at month 8. Discussion: The THRIVE trial is the first study to employ a novel and potentially achievable exercise intervention for a minority population receiving chemotherapy. In addition, this study utilizes an intervention approach to investigate the biological and behavioral mechanisms underlying exercise participation in these cancer patients. Results from this study will guide and inform large randomized controlled trials to test the effect of home-based exercise on treatment outcomes and comorbid disease risk in minority patients with cancer undergoing chemotherapy. Citation Format: Huimin Yan, Noelle Merchant, Ashley Desameau, Cherardi NeiraViscue, Paola Gonzalo-Encabo, Dong-Woo Kang, Rebekah L. Wilson, Mary K. Norris, Danny Nguyen, Daniel Gundersen, Laura L. Hayman, Rachel A. Freedman, Timothy Rebbeck, Christina M. Dieli-Conwright. Testing Home-based Exercise Strategies in Underserved Minority Cancer Patients Undergoing Chemotherapy (THRIVE) Trial: A study protocol [abstract]. In: Proceedings of the 15th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2022 Sep 16-19; Philadelphia, PA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr C109.

Remote Assessment of Negative Symptoms of Schizophrenia.

In contrast to the validated scales for face-to-face assessment of negative symptoms, no widely accepted tools currently exist for remote monitoring of negative symptoms. Remote assessment of negative symptoms can be broadly divided into 3 categories: (1) remote administration of an existing negative-symptom scale by a clinician, in real time, using videoconference technology to communicate with the patient; (2) direct inference of negative symptoms through detection and analysis of the patient's voice, appearance, or activity by way of the patient's smartphone or other device; and (3) ecological momentary assessment, in which the patient self-reports their condition upon receipt of periodic prompts from a smartphone or other device during their daily routine. These modalities vary in cost, technological complexity, and applicability to the different negative-symptom domains. Each modality has unique strengths, weaknesses, and issues with validation. As a result, an optimal solution may be more likely to employ several techniques than to use a single tool. For remote assessment of negative symptoms to be adopted as primary or secondary endpoints in regulated clinical trials, appropriate psychometric standards will need to be met. Standards for substituting 1 set of measures for another, as well as what constitutes a "gold" reference standard, will need to be precisely defined and a process for defining them developed. Despite over 4 decades of progress toward this goal, significant work remains to be done before clinical trials addressing negative symptoms can utilize remotely assessed secondary or primary outcome measures.

Diabetes Self-Management Program Using Video-Conferencing Technology for Older People with Diabetes: A systematic Review

Purpose: This study was a systematic review to identify components, strategies, and limitations of diabetes self-management intervention using video conferencing technology for the older adults. Methods: This review followed the NECA’s manual and PRISMA guidelines. Seven databases (Pubmed, EMBASE, CINAHL, PsycINFO, RISS, DBpia, and KISS) were searched, and the quality of the studies was evaluated using Joanna Briggs Institute Critical Appraisal Checklist. As heterogeneity between studies, the results of the study were described through qualitative synthesis. Results: Eleven articles were included according to the selection criteria. Interventions dealing with all seven ADCES diabetes self-care behaviors accounted for the majority with five (45.4%). Video conference software such as Zoom was used, and some of the participants were provided with equipment for video conferencing access. In addition, various strategies were applied to overcome the difficulties of participants, such as pre-training for the use of equipment, encouraging participation through family or friends, and using research assistants. Interventions showed positive effects in diabetes clinical indicators, psychosocial indicators, and satisfaction. Conclusion: Researchers need to consider various strategies such as providing equipment or encouraging participation to develop diabetes self-management interventions using video conferencing technology for the older adults.

TECHNICAL SUPPORTS TO BRIDGE THE DIGITAL DIVIDE FOR OLDER ADULTS PARTICIPATING IN TELEMEDICINE

Abstract Older adults’ relative lack of technological literacy is a barrier to telemedicine, including participation in virtual caregiver support programs. Details of technology assistance required before and during a virtual, seven-session group skills training program for family caregivers were recorded. A majority of participants, all older adults, had difficulty using videoconferencing technology that ranged from finding meeting links in emails to difficulty with basic device use. Personalized support was provided to each caregiver as needed. None required any support by the final session. Those with initial technology challenges felt a sense of accomplishment and increased tech comfort by the end of the sessions. While some older adults had difficulty using telemedicine technology, they were eager to learn and educable with personalized help. Infrastructure to provide this personalized help is necessary to support older adults’ desire to engage in telemedicine and to reduce the digital divide.

Development and Examination of a Trainee-Led ECHO Autism Network for Rural Healthcare Providers

ABSTRACT Rural healthcare providers face numerous challenges in caring for autistic individuals. Some of the most common obstacles to optimal services include lack of specialized training and expertise, resources, and collaborators, as well as large physical distances between providers and those they serve, region-specific cultural factors, and others. Recent methodologies, such as Extensions for Community Healthcare Outcomes (ECHO), use videoconferencing technology to connect subject-matter experts with community providers to remediate disparities in 1) provider access to knowledge and consultation relevant to evidence-based practices (EBP) and, thereby, 2) patient access to quality care. Despite such advances, few projects have targeted rural communities in the same geographic area as network personnel. Additionally, to date, ECHO networks have been staffed with senior personnel, who have provided their experience and expertise to attendees. We, a multidisciplinary group of trainees and faculty, developed and piloted an ECHO Autism network for healthcare providers across the rural Western United States. In preparation for the launch of this network, trainees polled prospective participants regarding their disciplines and interests. Then, ECHO sessions were developed and implemented over several months. Finally, attendees provided feedback about their experiences. We report information regarding each of these phases and initial results of the post-session feedback to assist those who desire to develop a similar network in their area, and to provide preliminary examination (i.e., formative evaluation) of its benefit in view of the needs of rural providers caring for autistic individuals. We posit that our trainee-led model has unique value for cost-effectiveness and sustainability of implementation.

Administering the MET-Home in Adults with Stroke Using a Caregiver-Administered Protocol and Videoconference Software

<h3>Research Objectives</h3> To investigate the feasibility of administering the Multiple Errands Test Home Version (MET-Home) via a virtual format for assessing how executive function impairments manifest during daily tasks in the home environment post-stroke (CVA). <h3>Design</h3> This feasibility study incorporated the implementation of the MET-Home with a caregiver administered protocol and a post-assessment interview. <h3>Setting</h3> The participant's home via video-conferencing software. The assessment protocol was overseen remotely by an occupational therapy student and occupational therapist using video-conferencing technologies. <h3>Participants</h3> Six individuals with CVA and their caregivers (N=12) participated in the study. Mean participant age was 51 years old (27-71). All participants identified as non-Hispanic white and 50% identified as female. 50% were college educated, and 66% reported owning their home. <h3>Interventions</h3> N/A. <h3>Main Outcome Measures</h3> Data were collected on screening rates, enrollment rates, and drop-out proportions. Acceptability was measured via completion of the study protocol and through a questionnaire on experience with the assessment and the technology. <h3>Results</h3> The findings suggest the MET-Home is feasible to implement using a caregiver administered protocol and video-conferencing software. Of the participants screened, 86% completed the study. From the questionnaire, 100% of participants reported no difficulty with the online format and ease of instructions, additionally reported being comfortable using telehealth to assess their thinking skills. 50% rated the assessment as being equal to an assessment being conducted traditionally face-to-face; while 25% reported preference for traditional consultation despite possible costs and inconveniences. <h3>Conclusions</h3> Results suggest favorable preliminary feasibility of the MET-Home in a virtual format. Further research is required for definitive data on feasibility. <h3>Author(s) Disclosures</h3> All authors listed declare that they are free from conflicts of interest.

The Shortcomings of Video Conferencing Technology, Methods for Revealing Them, and Emerging XR Solutions

Abstract Video conferencing has become a central part of our daily lives, thanks to the COVID-19 pandemic. Unfortunately, so have its many limitations, resulting in poor support for communicative and social behavior and ultimately, “Zoom fatigue.” New technologies will be required to address these limitations, including many drawn from mixed reality (XR). In this paper, our goals are to equip and encourage future researchers to develop and test such technologies. Toward this end, we first survey research on the shortcomings of video conferencing systems, as defined before and after the pandemic. We then consider the methods that research uses to evaluate support for communicative behavior, and argue that those same methods should be employed in identifying, improving, and validating promising video conferencing technologies. Next, we survey emerging XR solutions to video conferencing's limitations, most of which do not employ head-mounted displays. We conclude by identifying several opportunities for video conferencing research in a post-pandemic, hybrid working environment.

Use of Video Tools in the Educational Process and Consulting

This is already for a while that the frontal lectures, workshops and laboratory sessions in distant learning are conducted via the Internet in a real time mode. However, educational video films, video trainings and video tapes are relatively new forms of teaching, which have a potential of becoming indispensable tools, but they have not yet being properly established in the higher education system. As for the educational video film or the video tape, with the recording of the business game, they have huge value. First of all, these are the features that characterize an educational video generally: technical-informational, communication-social and aesthetic. A video film reflects documentary and research materials obtained through filming, photography and video recording. Certainly, this broadens teaching tools, since there is a visual demonstration of a real object, a system, which informs students about the problems in the system, the organization of the production proccess and the use of new equipment and technology, contributing not only to the transfer of knowledge, but also to the development of the habits of comprehending and evaluating the problem. Keywords: frontal video lecture, videoconference technology, video films, video training, video tapes.

137 VIRTUAL CONSULTATIONS IN GERIATRIC MEDICINE OUTPATIENT DEPARTMENTS; THE PERSPECTIVE OF GERIATRIC MEDICINE SPECIALIST TRAINEES

Abstract Background Covid-19 social distancing measures restricted access to outpatient services. “Virtual Clinics”(VCs) were introduced in Outpatients Departments (OPDs) to continue service provision. OPD experience is vital to geriatric medicine training. The geriatric medicine Higher Specialist Training (HST) curriculum requires annual OPD participation. This study sought to identify the impact of VCs on geriatric medicine training. Methods An online mixed-method questionnaire was developed and circulated among geriatric medicine specialist trainees. 20 closed-questions collected demographic information and considered opinion of VCs. 5 open-questions enabled respondents to expand views of VCs. Closed-questions responses underwent quantitative descriptive analysis. Open-question responses underwent qualitative thematic analysis. Results Response rate was 61.4%. 86.3% reported VCs were conducted via telephone calls. 58% didn't feel comfortable conducting VCs. 64.7% didn't feel VCs positively contributed to training. 90.2% stated Face-To-Face (FTF) clinics offer greater training opportunities. 74.51% stated they were less likely to discuss VCs with consultants(compared to FTF clinics). 98.04% hadn't received training in conducting VCs. Qualitative analysis revealed four main themes: (1) Patient Selection: certain patient cohorts are unsuitable for VCs. VCs are useful in relaying simple results; not for patients with complex needs; (2) Practical Considerations: there must be access to required technologies for patients and medical staff. Medicolegal concerns were raised by several respondents; (3) Patient Care: the inability to examine patients is a challenge which impacts patient care. The lack of non-verbal cues impeded communication; (4) Training Impact: Respondents felt VCs weren't beneficial to training. There was a sense that training opportunities had been missed. Conclusion This study found high rates of dissatisfaction with VCs among geriatric trainees. This may be due to: (1) Inadequate training/preparation; (2) Inappropriate patient selection or (3) Lack of video-conferencing technologies. There is a sense that VCs have negatively impacted geriatric medicine training. Current policy advocates for the continuation of VCs. If VCs continue, additional resources may be needed to address any accompanying training deficit.

A comparison of costs of two forms of educator professional development in Wyoming: Traditional conference vs. project ECHO

Educator professional development (PD) is essential for improving student outcomes (Guskey, 1986, 2002). However, logistical challenges with traditional in-person conferences can detract from the reach of educator PD (Corcoran, 1995; Johnston, 1994; Shaffer & McNinch, 1997; Stephens, 1991). Project ECHO is a model of PD that utilizes videoconferencing technology to provide training to educators in rural or underserved areas through didactic presentations and case-based learning (Arora et al., 2007; Root-Elledge et al., 2018) while eliminating some of the challenges faced by traditional conferences. However, cost comparisons between ECHO and various forms of PD have not previously been considered. The current study utilizes an in-depth cost comparison to examine PD delivered by ECHO relative to traditional conferences. Findings suggest that ECHO is more affordable for funders and attendees overall. ECHO for Education may, therefore, be a useful tool in delivering PD to educators in rural and remote communities.

Controlled Evaluation of a Sport-Specific Performance Optimization Program in a Biracial Black and White Athlete Diagnosed with Social Anxiety Disorder and Agoraphobia

There are a very limited number of sport-specific mental health and sport performance interventions available for athletes of color. This study examined The Optimum Performance Program in Sports (TOPPS) in a biracial adolescent athlete who was diagnosed with Agoraphobia and Social Anxiety Disorder. A multiple-baseline across behaviors case trial design was used to evaluate outcomes. A battery of psychological measures specific to mental health and sport performance was administered at baseline, post-intervention, and a 3-month follow-up. Social skill sets (i.e., positive assertion and negative assertion) were systematically targeted sequentially in a virtual format using HIPAA compliant video-conferencing technology to safeguard against contracting COVID-19. Results demonstrated improvement in negative and positive assertion skills when targeted by the intervention. Severity of concurrent symptoms associated with Social Anxiety Disorder and Agoraphobia Symptoms, general psychiatric functioning, relationships with coaches, teammates and family, and factors interfering with sports performance improved from pre- to post-intervention. These improvements were maintained at the 3-month follow-up. Athlete ratings indicated their satisfaction with TOPPS was high, and intervention components were implemented with high integrity.

Impact of Online Group Psychoeducation and Support Sessions on Receptivity Towards Digital Mental Health Care During the COVID-19 Pandemic: A Pilot Study

While social distancing was crucial to slow the COVID-19 virus, it also contributed to social isolation and emotional strain. This pilot study evaluated the impact of stand-alone psychoeducational group sessions designed to build social connectedness and space for people to learn about mental health during the pandemic. The study examined if offering the stand-alone group sessions increased uptake of and receptivity to additional mental health services. People had access to free, online group psychoeducational sessions offered by a digital mental health platform company. Sessions were offered to (1) employees who had mental health benefits offered through their employer, and to (2) members of the general public. Session formats included discussions, didactic lectures, and workshops, were facilitated by a mental health provider, and used live video conference technology. Topics included race and identity, stress management, coping with political events, relationship issues, and self-compassion. First-time session registrations were tracked from June 2020 to July 2021 on 6723 participants (3717 benefits-eligible employees and 3006 from the general public). Among the employee subsample, 49.5% attended a group session as their first use of any available service on the platform; 52.5% of these employees sought additional services after their first session. In anonymous post-session surveys of employees and members of the general public, 86% of respondents endorsed knowledge increases, 79.5% reported improved understanding of their mental health, 80.3% endorsed gaining actionable steps to improve mental health, 76.5% said that they would consider group sessions in addition to therapy, and 43.5% said that they would consider group sessions instead of therapy. These results suggest that scalable, brief group psychoeducational sessions are a useful conduit to mental health care and have potential to reach people who may not otherwise access available mental health services.

Remote supervision in psychiatry training: Unlocking capacity and technology.

This paper explores the literature regarding remote supervision in the context of training in psychiatry with contemporary pedagogic theory and practice and utilising telephonic and videoconference technologies to enhance education outcomes. Remote supervision may provide psychiatry trainees with a balance between autonomy and support, promote clinical and professional independence in addition to developing a specific subset of telehealth skills whilst unlocking supervisory capacity to grow the psychiatry workforce, particularly in rural and remote settings.

Visually impaired students’ views on peer tutoring in integrated physical education

ABSTRACT A variety of pedagogical practices have been proposed, described, and promoted by scholars in an effort to help enhance the experiences of visually impaired students in integrated physical education. Trained peer tutoring, where a nondisabled student is trained to serve as a peer tutor for a disabled student, is among them. However, little research has been done that engages directly with visually impaired students about their views and experiences with these pedagogical practices. Using belonging as a conceptual lens to guide and inform methodological and data interpretation decisions, our purpose was to elicit the views of visually impaired youth regarding the use of trained peer tutors in integrated physical education classes. Sixteen visually impaired youth completed two interviews about their views toward physical education generally and the concept of peer tutoring specifically. Interviews were conducted via video conference technology, and were recorded, transcribed, and subjected to thematic analysis. Three interrelated themes were constructed that depict the participants views toward the concept of peer tutoring: (a) peer tutoring might enhance belonging … maybe, (b) shouldn’t this just happen naturally?, and (c) this is not for me. The themes provide insights into the views of visually impaired youth toward peer tutoring as a strategy that may not be supportive of feelings of belonging within integrated physical education. Rather, participants were largely dismissive of the strategy, suggesting that any help needed within this context should be navigated outside of formal pedagogical strategies that may alienate visually impaired students by identifying them as ‘needing help’. These findings support suggestions for physical educators to implement this practice only after first permitting students to engage with friends to navigate physical education spaces, and then only afterwards at the discretion of the student.

Spartan Caregiver Support: Program Description and Key Findings During Michigan's Stay-At-Home Order.

ObjectivesThe purpose of this paper is to describe a university program, Spartan Caregiver Support, that provided free on-demand telehealth services to caregivers of people with autism during the State of Michigan’s 2020 Stay-at-Home order.MethodParticipants (n = 17) were caregivers of people with autism residing within the State of Michigan. Participants engaged with program members over video-conference technology, where participants received specific advice to support social and behavioral needs.ResultsWe found that caregivers reported a variety of social and behavioral concerns, including concerns related to problem behavior, social/play skills, school/academics, and daily living.ConclusionsThis program description provides a framework for how to deliver on-demand telehealth support to caregivers of people with autism, especially during moments of crisis or emergency.Supplementary InformationThe online version contains supplementary material available at 10.1007/s41252-022-00281-7.

Relevance of Teledentistry: Brief Report and Future Perspectives.

Teledentistry is a type of telemedicine and telehealth that aims to make all major specialties of the discipline easier through a remote approach to prevention and treatment of oral and dental issues. This new method enables distant access to individuals instead of direct, face-to-face, doctor-patient contact and has been made possible thanks to developments in information technology. Teledentistry was described in 1997 as "… the practice of using video-conferencing technologies to diagnose and provide advice about treatment over a distance", and today it represents a modern way to practice dentistry by integrating digital imaging, electronics, health records, and telecommunications technology via an internet connection. This approach facilitates patients' access to care in remote settings and also enables specialists at distant locations to arrive at a correct diagnosis as well as to propose proper therapy or refer patients, where warranted. The current brief report aims to describe the present and future of this modern approach in dentistry and its advantages in patient management from prevention to diagnosis to treatment.

Using the HyFlex model to deliver a capstone seminar course

IntroductionThe HyFlex course structure allows students to attend class in-person or via synchronous videoconferencing technology. This model has been described, but no data are available in pharmacy curricula. MethodsStudents enrolled in Grand Rounds (GR) were eligible. The GR Engagement Assessment Tool (GREAT) measured engagement three times during the semester. Eighteen statements across four domains were rated using a five-point Likert scale (1 = not true at all and 5 = completely true). Free-text responses were collected for qualitative analysis. The primary outcome was the difference in GR engagement between students attending in-person vs. remotely. Descriptive statistics were used for demographic information. Wilcoxon rank-sum tests compared Likert-scale responses between in-person and remote attendance. ResultsSurveys included 128 responses from 88 unique students. There were no differences between remote and in-person attendance for the boredom and elaboration domains. In-person students reported listening more intently (median 4, IQR [3,4]; P = .03). In-person students felt the material was more practical (median 4, IQR [4,5]) than remote students (median 4, IQR [3,4]; P = .002) and more applicable to other situations (median 3, IQR [3,5]) than remote students (median 3, IQR [2,4]; P = .04). Qualitative analysis of the entire cohort demonstrated five themes for satisfaction: safety, flexibility, convenience, technology, and professionalism. ConclusionsThere were subtle differences in student engagement or satisfaction using the HyFlex model. This study supports the expansion of this methodology to similar courses where remote instruction is needed.