An evaluation of virtual and hybrid models for didactic education during the COVID19 pandemic

Introduction. This study was conducted to evaluate family physicians’ perception of in-person, all-virtual, and hybrid (virtual and in-person) models of didactics at a local residency program.

Methods. The authors conducted a survey of 46 family medicine faculty and resident physicians (PGY2/PGY3) between December 21, 2020 and February 22, 2021. The study participants completed an anonymous, 11-item survey assessing their perception of in-person, all-virtual, and hybrid models. A mixed method approach was used to collect, analyze, and interpret the data. Standard descriptive statistics, Fisher’s exact tests, and content analysis were used to analyze the data.

Results. Eighteen faculty and 27 residents completed the survey. Nearly 85% of all the respondents were very satisfied/satisfied with in-person didactics, 73% was very satisfied/satisfied with all-virtual didactics and 76% was very satisfied/satisfied with hybrid didactics. The proportion of respondents who were satisfied with the hybrid didactics was significantly higher in those who thought their learning improved than those who thought their learning worsened (100% vs 40%; χ2 [1, N=26] = 6.49.1; P<.05). Resident physicians appreciated having recorded lectures to access later, but also indicated difficulty maintaining focus when participating remotely. Faculty presenters struggled to gauge learner comprehension virtually. Both residents and faculty appreciated participating from flexible locations, albeit perceived sense of community loss.

Conclusion. Family physicians’ positive perception of virtual and hybrid didactics should be reassuring to graduate medical education as training has not been negatively affected during the global COVID-19 pandemic. Respondents’ appreciated increased flexibility at the cost of a sense of connection.