ABSTRACT
BACKGROUND: In response to the COVID-19 pandemic, our internal medicine (IM) residency program transitioned between in-person, virtual, and “simulcast” educational sessions to balance social interaction with exposure risk. In simulcast sessions, small groups of learners meet in-person in separate rooms and connect to the large-group session via videoconferencing. METHODS: This qualitative study describes IM residents' perceptions regarding advantages and disadvantages of learning in virtual, in-person, and simulcast settings during the pandemic. Categorical IM residents at Penn State Health during the academic year 2020 to 2021 were invited to participate in one 30-minute virtual, semi-structured focus group. We used inductive thematic coding to analyze resident responses. RESULTS: Forty-eight percent (n=29/60) of invited residents participated in focus groups. Overall, the in-person setting was preferred when possible due to increased social connection. While virtual sessions were perceived as convenient and more welcoming to quieter learners, the ability to multi-task was a potential distraction. In the simulcast setting, participants felt accountability to participate in their small groups, but had varied educational experiences based upon the room's facilitator. Respondents identified educator enthusiasm and presentation quality as key to engagement regardless of setting. CONCLUSIONS: Residents had variable perceptions of educational settings based upon their comfort with participation by group size and desire for social engagement. As the need for educational adaptability continues, it is reassuring that learners perceive that engagement can be achieved in a variety of settings through the use of interactive teaching techniques.