ABSTRACT
Learning Objectives: To characterize the competitive demands for learner attention during virtual didactics and pilot a methodology for future studies. Background: Residency didactic conferences have transitioned to a virtual format due to the COVID-19 pandemic. This format creates new questions about learning outcomes, the success of which relies on learner engagement. Objectives: To characterize the competitive demands for learner attention during virtual didactics and pilot methodology for future studies. Methods: We conducted a prospective cohort study of attendees at virtual didactics from a single four-year EM training program. We designed an activity survey utilizing a self-report strategy informed by validated classroom assessments of student engagement. This two-question survey was deployed using ZoomTM polling across six conference days using random signaled sampling. Participants identified their learner role and reported all activities during the preceding 5-minutes. Results: We had 1,303 responses over 40 survey deployments. Responses came from Residents (63.4%), Faculty (27.5%), Fellows (2.3%), Students (2%) or Others (4.8%). About 85.3% of attendees reported engaging in the virtual conference within the last five minutes. A total of 902 out of 1,303 (69.2%) respondents reported engaging in multiple activities, including: related-educational (34.2%), work-related (21.1%), social (18.8%), entertainment (4.4%), personal (14.6%), and self care (13.4%). There was a decline in reported engagement in conference and education-related activities as the conference block progressed. Conclusions: Learners engage in a variety of other activities during virtual didactics. Engagement appears to fluctuate and trend temporally which may inform teaching strategies. This information may also provide unique instructor feedback. This pilot study demonstrates methodology for future studies of conference engagement and learning outcomes.