ABSTRACT
BackgroundObstetrics and Gynaecology trainees in Northern Ireland attend bi-monthly postgraduate continued medical education (CME). COVID-19 restrictions meant these teaching sessions could not occur. Collaborating with senior trainees we developed a virtual postgraduate teaching series via ZOOM, delivered over two months focusing on key areas of the new Royal College of Obstetricians and Gynaecologists (RCOG) curriculum.AimsTo assess whether virtual teaching is an effective platform to deliver CME for obstetrics and gynaecology trainees in Northern Ireland.MethodsSurvey monkey sent to participants, non-participants and consultants exploring experiences and attitudes towards this teaching series.Results33 trainees completed the participant survey, with the majority attending 1–2 sessions. Over 50% were first time users of video conference based teaching. 66% felt confident using video-conferencing for learning. 27 participants agreed the pre session reading enhanced learning. All participants agreed CME should be mapped to the RCOG curriculum. 87% of participants agreed that video-conferencing from a location of choosing improves accessibility.15 trainees completed the non-participant survey, with 93% stating work commitments as the non-attendance reason. Interestingly 2 trainees were unable to work ZOOM. 73% of non-participants agreed that video-conferencing improved accessibility, with 80% stating they would access recorded sessions if unable to attend.41 consultants completed the survey. 67% had never used video-conferencing to teach doctors. 40% were not confident in sharing presentations and 92% in managing break-out sessions. 34 consultants would deliver CME virtually with 82% having no objections to recording of sessions.ConclusionsVirtual teaching is an appropriate method to provide the necessary volume and quality of postgraduate medical education. Consultants are keen to provide virtual teaching but would benefit from focused training.
ABSTRACT
Objective To assess whether virtual teaching is an effective platform to deliver regional Continued Medical Education (CME) sessions for obstetrics and gynaecology trainees in Northern Ireland and the willingness of staff to adapt. Method Separate online surveys sent to Northern Ireland trainees and consultants exploring attitudes towards virtual teaching during the first wave of the Covid-19 Pandemic. Results 48 trainees completed the survey (ST1-2 26.4%, ST3-5 46.7%, ST6-7 26.9%). 53.4% of trainees had previously attended teaching delivered by video conferencing. The most popular platform amongst trainees was ZOOM but interestingly 2 trainees where unable to work ZOOM. 46.7% were confident and 38.5% somewhat confident utilising video conferencing for learning. With regards the online platform placing a barrier between the teacher and student 38.8% of trainees agreed, 34.9% neither agreed/disagreed and 26.3% disagreed with this statement. Trainees overall felt that pre-reading articles/papers/guidelines for topics improved their learning experience (80.6%). All trainees suggested that CME should be mapped to the current Royal College of Obstetricians and Gynaecologists Core Curriculum. 87.29% of trainees agreed that virtual teaching removed the social aspect of meeting other trainees at CME but 80.6% felt that virtual learning was a more flexible way to approach CME. 85.46% of trainees, if unable to attend CME sessions due to work commitments would welcome the use of recordings for learning. With regards the consultant survey, of the 41 respondents 67% had never used video conferencing to teach doctors. 40% were not confident in sharing presentations and 92% unsure of managing break-out sessions. 34 consultants would happily deliver CME virtually with 82% having no objections to session recording. Conclusions Virtual learning provided a solution to delivering postgraduate medical education during the pandemic without endangering the trainees/consultants across the region. Virtual teaching is an appropriate method to cover the necessary volume and quality of curricular objectives. Obstetrics and Gynaecology trainees in Northern Ireland previously attended CME on a bi-monthly basis at a central location travelling from their base hospitals. Transitioning to virtual learning, decreased the travel time and increased attendance levels. Recording of sessions improves access for all, enabling those unable to attend the opportunity to review at a later stage. Trainees overall felt that this form of learning should be mapped to the new curriculum. Consultants are keen to provide virtual teaching but suggested they would benefit from focused training in the use of the video conference systems.