RESUMEN
OBJECTIVE: Due to the COVID-19 pandemic, medical education training programs had to rapidly switch to a virtual interview (VI) format for the 2021 application cycle. Studies have demonstrated a gap in applicant perceptions of program culture through the VI. The objectives of this study were to assess the perceptions of culture from VIs compared to direct experience after beginning training and explore VI gaps in representing culture. STUDY DESIGN: An anonymous questionnaire was emailed to first-year neonatal-perinatal medicine fellows who participated in the 2020-2021 and 2021-2022 VI process. Demographic and interview data and information regarding the presentation of and gaps in the portrayal of program culture through VIs were collected. Responses were evaluated using descriptive statistics, the Wilcoxon signed-rank test, and qualitative analysis. RESULTS: Eighty-five survey responses were received. In determining how well the respondent perceptions of program culture from the VI aligned with their direct experiences, respondent scores showed a median of 80 (scale of 0-100%) with an IQR of 57.5-90. There were significant differences in the perception of fellow-faculty relationships (p = 0.044), the priority placed on fellow teaching (p < 0.001), respect and value for fellows (p = 0.001), and fellow work-life integration (p = 0.004). Nineteen percent of respondents reported not meeting with fellows during their VI and only 15% reported usage of social media in their VI. Respondents noted fellows to be the most important people contributing to perceptions of program culture and provided possible solutions to address challenges in representing culture. CONCLUSION: Despite the small number of respondents, the quantitative and qualitative results offer enlightening information on the gaps in presenting culture through VIs. Notably, the perception of program culture from the VI did not align well with direct experience, particularly in areas addressing fellow relationships and the value placed on fellow teaching, respect, and work-life integration. Increasing fellow involvement, arranging informal settings, and the usage of social media may be important tools to improve accuracy in the representation of culture through VIs.
RESUMEN
OBJECTIVE: To examine the impact of COVID-19 pandemic on early intervention (EI) services in VLBW infants. STUDY DESIGN: 208 VLBW infants seen in NICU follow-up (FU) pre-COVID-19 were compared to 132 infants seen during COVID-19 at 4, 8 and 20 months corrected age (CA) in terms of enrollment in Child and Family Connections (CFC; intake agency for EI), EI therapies, need for CFC referral and Bayley scores. RESULTS: Infants seen during COVID-19 at 4, 8 and 20 months CA were 3.4 (OR, 95% CI 1.64, 6.98), 4.0 (1.77, 8.95) and 4.8 (2.10, 11.08) times more likely to need CFC referral at FU based on severity of developmental delay. Infants followed during COVID-19 had significantly lower mean Bayley cognitive and language scores at 20 months CA. CONCLUSIONS: VLBW infants seen during COVID-19 had significantly higher odds of needing EI and significantly lower cognitive and language scores at 20 months CA.