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Role of virtual modules to supplement neurosurgery education during COVID-19.

ABSTRACT: The advent of the COVID-19 pandemic has disrupted all aspects of neurosurgery education, and it is now challenging to conduct routine sessions. Maintenance of essential standard education among novice neurosurgeons during the pandemic is of paramount importance. The aim of this study was the development of virtual modules and validation of its role to supplement the neurosurgery education program. We developed the virtual modules relevant to neuro-anatomy, neurosurgical procedures, instrumentation, and neurosurgical planning. These modules were virtually demonstrated to twenty-seven resident neurosurgeons through CiscoWebexonline platform. They provided their rating on the aptness of virtual modules for different neurosurgery applications on various parameters using 10 points Likert scale. The parameters included quality, learning, confidence building capacity, usefulness, and overall satisfaction. The results obtained for each module were analysed and the average score was used for the comparison. The highest rating on quality was obtained by the neurosurgical instrumentation module. The highest rating for learning and confidence building capacity was given to neurosurgical procedure animation. The usefulness and overall satisfaction were highly rated for neurosurgical planning module. The results show that developed virtual modules provide an effective method to supplement the neurosurgery education program in the current scenario involving physical distancing and shift rearrangements. These virtual modules help in limiting the visits to operation room, anatomy and surgical training labs, and allow residents to learn online at their pace.

SUBMITTER: Singh R

PROVIDER: S-EPMC8782259 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BACKGROUND:The COVID-19 pandemic has led to the postponement of a large proportion of neurosurgical cases with an accordant radical change in resident experiences. As residents rely upon operative exposure and in-person didactic lectures for education, the disruptions caused by the pandemic have forced programs to revise how they educate residents. Here we surveyed program directors (PDs) to ascertain how they have altered the education and clinical care responsibilities of residents in response to the COVID-19 pandemic. METHODS:Surveys were sent to the PDs of all ACGME-accredited neurosurgery programs. Survey questions targeted changes in resident staffing and coverage, changes in didactic material delivery, and changes in resident wellness initiatives. PD concerns were also elicited. RESULTS:Of the 116 program PDs invited, 57 responded (49.1%). We found that most programs have reduced resident work weeks (65%) and in-hospital resident shift census (95%). Few have redeployed residents and most are increasingly relying on teleconferencing solutions for meetings and resident education. Most commonly programs are using faculty- (91%) or resident-led (65%) lectures, though nearly 75% are supplementing resident education with materials from the Congress of Neurological Surgeons (CNS). Continuing education in spite of decreased case volume and maintaining resident morale are cited as the most common concerns of PDs. CONCLUSION:Here we find that there is great homogeneity in the responses of neurosurgical residency programs to the COVID-19 pandemic. Programs are increasingly incorporating teleconferencing platforms and third-party education materials, most commonly materials from the CNS. Additionally, most respondents indicated that their program has not redeployed residents in the care of COVID-19 positive patients. The results of the present study may assist program directors in developing a uniform resident curriculum and consider wellness initiatives during this time of crisis.

Project description:In response to the COVID-19 pandemic, many postgraduate medical education lectures and conferences have been moved to a virtual platform. Questions remain regarding the effectiveness of virtual education, what types of educational offerings can be transitioned to a virtual format, and what types of curricula should still take place in person. This study surveyed trainees from the United States who participated in a single institution's hand surgery virtual flipped classroom curriculum of 6 week-long modules. Demographics, premodule and postmodule achieved levels of learning based on Bloom's taxonomy, technology usage, and preferences were surveyed. Of the 65 participants, 41 (63.1%) responded to the survey. Trainees included hand surgery fellows (27/41 [65.9%]), orthopedic surgery residents (11/41[26.8%]), and plastic surgery residents (3/41 [7.3%]). On average, most trainees read, viewed, and participated in more than half of the articles (28/41 [68.3%]), electronic videos (31/41 [75.6%]), and conferences (35/41 [85.4%]) per week. The median level of achieved learning increased from "I can apply" to "I can analyze" for all modules. Self-directed learning was preferred for basic facts and knowledge (26/41 [63.4%]) and faculty-directed learning was preferred to review and practice advanced concepts (34/41 [82.9%]). The participants perceived benefits of the virtual curriculum to include increased scheduling flexibility (8/41[19.5%]), expert opinions (7/41 [17.1%]), and diversity of educational formats (3/41 [7.3%]). The perceived drawbacks included decreased interaction (8/41 [19.5%]), technical difficulties (6/41 [14.6%]), excessive detail (3/41 [7.3%]), and single-institution bias (2/41 [4.9%]). The flipped virtual classroom model is an effective and preferred method of instruction for trainees. Trainees achieved a higher level of learning following the completion of each week-long module. Considerations for the implementation of a virtual curriculum include content quality, quantity, and reducing single-institution bias. The implementation of virtual learning can enhance hand surgery education for the modern learner.

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Role of virtual modules to supplement neurosurgery education during COVID-19.

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