86 Virtual MacPeds: Leveling up to the new virtual reality of medical education

• Published in: Paediatrics & child health Vol. 26; no. Supplement_1; p. e62
• Main Authors: Mazze, Nina, Zahn, Kristen, Niec, Anne, Ngo, Quang
• Format: Journal Article
• Language: English
• Published: US Oxford University Press 29-10-2021
• Subjects: Abstract / Résumés
• ISSN: 1205-7088; 1918-1485
• DOI: 10.1093/pch/pxab061.068

Abstract
Primary Subject area
Medical Education
Background
The COVID-19 pandemic and physical distancing measures limited in-person learning experiences for resident postgraduate learners through mandated social distancing measures. Our training program responded by creating online synchronous and asynchronous learning opportunities to supplement learning and replace lost experiences. Virtual MacPeds is an online curriculum created using Kern’s six-step approach to curriculum development to supplement resident learning during COVID-19. The curriculum included online lectures, a live teaching calendar that includes links to sessions across rotations and subspecialties, and a resource rolodex with links to online learning materials.
Objectives
The purpose of this study is to evaluate the components of the Virtual MacPeds curriculum that were most useful to residents.
Design/Methods
Virtual MacPeds was piloted from March 2020 to June 2020 to 51 core pediatric residents in PGY1-4. The Kirkpatrick Model for learning evaluation was used to assess resident reaction to the implementation of the curriculum. A voluntary online survey was emailed to residents with the opportunity to respond from June to July 2020. Descriptive statistics were used to assess learner engagement and perception of the curriculum.
Results
Resident response rate was 38.2% (n=20, PGY1 =8, PGY2 =6, PGY3=5, PGY4=1). 95% of respondents had reduced in-person teaching sessions during COVID-19 and 80% had impacted clinical rotations (self-isolation, virtual care, patient volumes). Prior to Virtual MacPeds, 65% used online educational resources. 95% used the curriculum, all of whom found it helpful in fulfilling Royal College learning objectives. 85% of participants attended the online lectures - those who did not attend noted schedule conflict. 100% would use Virtual MacPeds in the future. Participants noted that Virtual MacPeds should include a live teaching schedule (100%), online lectures (84.2%), self-study modules (73.7%), resource rolodex (52.6%) with suggestions for recorded lectures (89.5%) and simulations (57.9%).
Conclusion
Virtual MacPeds is an acceptable and useful supplement to resident learning during COVID-19. Useful elements of the curriculum include online lectures, a live teaching schedule, resource rolodex and self-study modules.