ABSTRACT
BACKGROUND: All Canadian Residency Matching Service (CaRMS) R1 interviews were conducted virtually for the first time in 2021. We explored the facilitators, barriers, and implications of the virtual interview process for the CaRMS R1 match and provide recommendations for improvement. METHODS: We conducted a cross-sectional survey study of CaRMS R1 residency applicants and interviewers across Canada in 2021. Surveys were distributed by email to the interviewers, and by email, social media, or newsletter to the applicants. Inductive thematic analysis was used for open-ended items. Recommendations were provided as frequencies to demonstrate strength. Close-ended items were described and compared across groups using Chi-Square Fisher's Exact tests. RESULTS: A total of 127 applicants and 400 interviewers, including 127 program directors, responded to the survey. 193/380 (50.8%) interviewers and 90/118 (76.3%) applicants preferred virtual over in-person interview formats. Facilitators of the virtual interview format included cost and time savings, ease of scheduling, reduced environmental impact, greater equity, less stress, greater reach and participation, and safety. Barriers of the virtual interview format included reduced informal conversations, limited ability for applicants to explore programs at different locations, limited ability for programs to assess applicants' interest, technological issues, concern for interview integrity, limited non-verbal communication, and reduced networking. The most helpful media for applicants to learn about residency programs were program websites, the CaRMS/AFMC websites, and recruitment videos. Additionally, panel interviews were preferred by applicants for their ability to showcase themselves and build connections with multiple interviewers. Respondents provided recommendations regarding: (1) dissemination of program information, (2) the use of technology, and (3) the virtual interview format. CONCLUSIONS: Perceptions of 2021 CaRMS R1 virtual interviews were favourable among applicants and interviewers. Recommendations from this study can help improve future iterations of virtual interviews.
Subject(s)
Internship and Residency , Humans , Canada , Cross-Sectional Studies , Communication , Electronic Mail , Surveys and QuestionnairesABSTRACT
BACKGROUND: The COVID-19 pandemic resulted in a rapid shift from in-person to virtual care delivery for many medical specialties across Canada. The purpose of this study was to explore the lived experiences of resident physicians and faculty related to teaching, learning and assessment during ambulatory virtual care encounters within the competency-based medical education model. METHODS: In this qualitative phenomenological study, we recruited resident physicians (postgraduate year [PGY] 1-5 trainees) and faculty from the Departments of Surgery and Medicine at Queen's University, Ontario, via purposive sampling. Participants were not required to have exposure to virtual care. Interviews were conducted from September 2020 to March 2021 by 1 researcher, and 2 researchers conducted focus groups via Zoom to explore participants' experiences with the transition to virtual care. These were audio-recorded and transcribed verbatim; qualitative data were analyzed thematically. RESULTS: There were 18 male and 19 female participants; 20 were resident physicians and 17 were faculty; 19 were from the Department of Surgery and 18 from the Department of Medicine. All faculty participants had participated in virtual care during ambulatory care; 2 PGY-1 residents in surgery had not actively participated in virtual care, although they had participated in clinics where faculty were using virtual care. The mean age of faculty participants was 38 (standard deviation [SD] 8.6) years, and the mean age of resident physicians was 29 (SD 5.4) years. Overall, 28 interviews and 4 focus groups (range 2-3 participants per group) were conducted, and 4 themes emerged: teaching and learning, assessment, logistical considerations, and suggestions. Barriers to teaching included the lack of direct observations and teaching time, and barriers to assessment included an absence of specific Entrustable Professional Activities (EPAs) and feedback focused on virtual care-related competencies. Logistical challenges included lack of technological infrastructure, insufficient private office space and administrative burdens. Both resident physicians and faculty did not foresee virtual care limiting resident physicians' ability to progress within competency-based medical education. Benefits of virtual care included increased accessibility to patients for follow-up visits, for disclosing patients' results and for out-of-town visits. Suggestions included faculty development, improved access to technology and space, educational guidelines for conducting virtual care encounters, and development of virtual care-specific competencies and EPAs. INTERPRETATION: In the postgraduate program we studied, virtual care imposed substantial barriers on teaching, learning and assessment during the first year of the COVID-19 pandemic. Adapting to new circumstances such as virtual care with suggestions from resident physicians and faculty may help to ensure the continuity of postgraduate medical education throughout the COVID-19 pandemic.
Subject(s)
COVID-19 , Physicians , Adult , Ambulatory Care , COVID-19/epidemiology , Child , Faculty , Female , Humans , Male , Ontario/epidemiology , PandemicsABSTRACT
Background: The COVID-19 pandemic resulted in a rapid shift from in-person to virtual ambulatory care delivery for surgical residencies across Canada. This transition has necessitated changes to clinical encounters for surgery residents within the competency-based medical education model. The purpose of this study was to explore the lived experiences of surgery residents and faculty related to teaching, learning, and assessment during virtual ambulatory care encounters. Methods: Residents (n = 10) and faculty (n = 9) were recruited from the Department of Surgery at Queen's University to participate in this phenomenological study. Interviews and focus groups were conducted to understand participants' experiences related to the transition to virtual ambulatory care. Interviews and focus groups were audio-recorded and transcribed verbatim. Qualitative data were analyzed thematically. Results: Four themes emerged from the data: teaching/learning, assessment, logistical considerations, and recommendations. Barriers to teaching included the lack of direct observations and ability to perform physical exams, while barriers to assessment included an absence of clinic-specific entrustable professional activities (EPAs) and lack of feedback focused on virtual-care-related competencies. Faculty and residents highlighted logistical challenges and limited time for clinic-related learning in comparison to resident responsibilities on in-patient wards and operating rooms. Recommendations included access to video-conferencing technology and development of virtual-care-specific EPAs in surgery. Conclusion: Surgical faculty and residents highlighted challenges related to the transition to virtual ambulatory care during the COVID-19 pandemic. Specific suggestions were offered for improving the teaching and learning during virtual care, given its ongoing role in medical education and practice.