ArticleAEM education and training2024
Virtual versus in-person didactic modalities: A national survey of emergency medicine residencies.
Article in AEM education and training, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 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
2 citing papers in PubMed.
- Article
- Virtual versus in-person didactic modalities: A national survey of emergency medicine residencies.AEM education and training · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Following the widespread shift from in-person to virtual delivery of didactics during the COVID-19 pandemic, some emergency medicine (EM) residency programs have retained virtual didactic time while others have returned exclusively to in-person didactics. In this national survey of EM residency programs, we explored the current national distribution of virtual versus in-person didactic time and the circumstances and motivators for use of each. Methods: A cross-sectional survey with branched logic was designed via Qualtrics. Distribution was via a Council of Residency Directors in Emergency Medicine (CORD) listserv; nonresponding programs were emailed directly with subsequent reminders. Analysis and descriptive statistics were calculated via Microsoft Excel. All authors performed thematic analysis of narrative comments. Results: We received responses from 174 of 281 programs (61.9%). "Hybrid" programs utilizing both in-person and virtual time represented 51.7% of respondents, and the remaining 49.3% used in-person didactics only. Among hybrid programs, 77.3% utilized in-person conferences greater than 75% of the time. Simulation (100%) and procedural teaching (99%) were most strongly preferred in person, and oral boards practice (30.2%) was supported virtually. The most common motivations for in-person delivery were perceived impact on resident and/or faculty learning (86.8%), perception of resident engagement (79.3%), community building (74.7%), type of learning sessions (70.1%), and perceived impact on resident and/or faculty wellness (59.8%). Top reasons for choosing virtual didactics were perceived convenience for residents (75.6%) or faculty (60.0%) and perceived impact on resident and/or faculty wellness (43.3%). Conclusions: Nationwide, EM residency programs spend most didactic time in person. Modality choice is influenced by didactic content as well as sociocultural considerations. Future investigation into the validity of perceptions that participants are more engaged and learn better with in-person didactics is warranted.
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.