ArticleAEM education and training2021
Socially distanced, virtually connected: Faculty and resident perceptions of virtual didactics.
Article in AEM education and training, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
15 citing papers in PubMed.
- Declining Performance on the Qualifying Examination: Modeling of a Potential Inflection Point in Emergency Medicine.Journal of the American College of Emergency Physicians open · 2026Article
- Declining Performance on American Board of Emergency Medicine Written Examinations.AEM education and training · 2025Article
- From the lecture hall to the cloud: Theoretical foundations for engaging virtual and hybrid didactics in emergency medicine.AEM education and training · 2025Article
- Technology, connection, and engagement-achieving a balance for maximal value hybrid conferences in radiology.Pediatric radiology · 2025Review
- Virtual Learning in Emergency Medicine Residency Programs.Journal of the American College of Emergency Physicians open · 2025Article
- Virtual versus in-person didactic modalities: A national survey of emergency medicine residencies.AEM education and training · 2024Article
- Virtual platform to tackle challenges associated with lifelong medical education during the COVID-19 pandemic.BMC medical education · 2024Observational
- Five Key Articles on Curriculum Development for Graduate Medical Educators.Journal of graduate medical education · 2024Review
- The current landscape of emergency medicine resident scheduling.AEM education and training · 2024Article
- Trends in point-of-care ultrasound use among emergency medicine residency programs over a 10-year period.AEM education and training · 2023Article
- Review
- "Faces on a screen": A qualitative study of the virtual and in-person conference experience.AEM education and training · 2022Article
- Meeting expectations: An exploration of academic emergency medicine faculty experiences and preferences in the virtual meeting environment by age, gender and parental status.AEM education and training · 2022Article
- Virtual postgraduate medical education: Here to stay?AEM education and training · 2021Article
- Socially distanced, virtually connected: Faculty and resident perceptions of virtual didactics.AEM education and training · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
Abstract
backgroundDuring the COVID-19 pandemic, emergency medicine (EM) residency programs have transitioned from traditional in-person to virtual synchronous didactics to comply with social distancing guidelines. This study explores the perceptions of EM residents and faculty regarding this new virtual format.
methodsThis was a multicenter, cross-sectional study at five EM residencies using a mixed-methods approach to investigate resident and faculty perceptions of virtual didactics. Institutions selected reflect different program lengths and geographic locations. Quantitative data measured on a Likert scale were summarized as percentages. Differences were calculated using Welch's t-test and chi-square, where p < 0.05 was significant. Open-ended responses were analyzed qualitatively.
resultsOur response rate was 64% (
conclusionsWhile benefits of virtual didactics were acknowledged, residents and faculty missed the social interaction of in-person conference and preferred < 20% of future didactics to be virtual. Further research should assess the difference in knowledge acquisition and retention between conference models.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.