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INTRODUCTION: In 2020, obstetrics and gynecology residency programs switched to a virtual interview format because of the COVID-19 pandemic. Most programs have continued to conduct virtual interviews. In 2022, program signaling was introduced to allow candidates applying to obstetrics and gynecology residencies to indicate interest in specific programs. The objective of this study is to survey medical student residency applicants and program directors about their perceptions of the process. METHODS: Education for All (EFA) developed a validated survey assessing student and residency program director perceptions. This survey was distributed online to all residency applicants and program directors who registered for the 2022 EFA Residency Fair. RESULTS: Five hundred six obstetrics and gynecology residency applicants and 33 program directors responded. 37% applicants indicated that virtual interviews would probably provide enough information to create a rank list, but 36% were not sure. 37% of students and 50% of residency programs indicated the process should continue to be virtual. Ninety-one percent of students indicated they would "definitely" use signaling, and 66% of program directors said signaling "might or might not" improve the application process. In a free-text section, many applicants expressed concern with the virtual interview process. CONCLUSION: Fifty percent of residency programs and the majority of residency applicants are unsure if interviews should continue to be virtual. Nearly all candidates planned to use program signaling, but the majority of program directors were unsure if this would improve the application process. Further study is necessary to determine whether program signaling and virtual interviews should be continued in the future. [ FROM AUTHOR] Copyright of Obstetrics & Gynecology is the property of Lippincott Williams & Wilkins and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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The COVID-19 pandemic has abruptly affected every aspect of people's daily lives worldwide. Just like every other area, the medical field has been dramatically impacted by the need to care for a large number of patients while at the same time protecting staff, patients, and their families. Changes in the wake of the pandemic called for the prompt and extensive rechanneling and re-organization of resources. The pandemic has opened challenges and concerns for patient safety, starting with the early recognition that individuals, including medical staff, may spread the virus during the asymptomatic phase. Many healthcare facilities faced resource-limited settings, including challenges in the availability of personal protective equipment for healthcare providers. Additionally, the pandemic has disrupted medical education, both at the undergraduate and at the graduate levels, and according to many predictions, its effects may forever transform the ways medical education is delivered. In this chapter, we are exploring the history of medical education, describe changes in medical education experienced during the COVID-19 pandemic, and predict some of the considerations worth taking into account when envisioning the future of medical education.