Subject(s)
Arthritis, Juvenile/diagnosis , Hirschsprung Disease/complications , Antirheumatic Agents/therapeutic use , Arthritis, Juvenile/complications , Arthritis, Juvenile/drug therapy , Child Development , Diagnosis, Differential , Fever of Unknown Origin/etiology , Humans , Infant , Interleukin 1 Receptor Antagonist Protein/therapeutic use , Joints/diagnostic imaging , Knee/diagnostic imaging , Lymph Nodes/diagnostic imaging , Magnetic Resonance Imaging , Male , Tomography, X-Ray Computed , UltrasonographyABSTRACT
BACKGROUND: The coronavirus disease 2019 pandemic forced residency programs to adapt teaching to the virtual arena. Objective Structured Teaching Exercises (OSTEs) are a simulation-based session we previously implemented in our in-person pediatric curriculum. We aimed to assess feasibility of and resident satisfaction with the transition to virtual learning for simulation-based OSTEs. METHODS: The pediatrics residency program at our hospital has a weekly academic half-day for residents where the OSTEs were held annually in person 2018 to 2019 and virtually in 2020. Surveys were collected from participating residents and faculty to compare teaching experience, feedback quality, and satisfaction with the session. RESULTS: Over 3 academic years, there were 159 total teaching sessions, 3 of which were OSTEs. The OSTE session was highly rated each year and was the second highest rated virtual session. Residents felt the OSTEs improved their teaching regardless of the virtual versus in-person platform (Pâ¯=â¯.77), and the quality of feedback as rated by the resident teacher was higher for virtual sessions (P < .001). CONCLUSIONS: Transitioning the OSTE to a virtual platform was both feasible and effective when compared to the in-person OSTE. In the transition to virtual learning, educators should consider opportunities for simulation-based teaching such as OSTEs.