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To zoom or not to zoom: What trainees think about virtual grand rounds

Purpose: This study aims to compare trainee(resident/fellow) and educator(attending physician/APP) perceptions of VGR.

Background: Today’s trainees are familiar with asynchronous and virtual learning. Virtual grand rounds(VGR) offers opportunities for off-site trainees to attend, as well. However, the trainee perspective of VGR is unknown.

Methods: After IRB approval, we conducted a retrospective cohort study using data from an anonymous electronic survey sent to all ob/gyn trainees and educators at 5 academic institutions in May 2021. Questions included satisfaction with VGR and comparisons between VGR and in-person grand rounds (IPGR). Regression was used to control for gender and site.

Results: The overall response rate was 51%(297/579): 45%(86/193) among trainees and 52%(208/397) among educators. Resident versus fellow response rates were not different.

Compared to educators, trainees were more likely to be dissatisfied with VGR(19% vs 5%, p=0.001).  When comparing VGR and IPGR, 21% of trainees reported being less likely to attend VGR vs 6% of faculty(p< 0.001). Trainees also reported learning less during VGR(31% vs 18%,p=0.03). Ninety-three percent were also more likely to multitask.

After controlling for gender and site, when compared to educators, trainees had 0.14-fold odds (95%CI 0.05–0.40) of being satisfied with VGR, 0.17-fold odds(95%CI 0.07–0.43) of attending VGR, and 0.42-fold odds(95%CI 0.22–0.82) of learning more from VGR compared to IPGR.

Discussions: Trainees were much more likely than educators to be dissatisfied with VGR and were less likely to attend. Departments should consider the trainee perspective when planning virtual education moving forward.

Topics: CREOG & APGO Annual Meeting, 2022, Student, Resident, Faculty, Residency Director, Residency Coordinator, Medical Knowledge, Systems-Based Practice & Improvement, Practice-Based Learning & Improvement, GME, CME, Lecture,