MP-8 Survey of Canadian urology residency programs: perception of virtual education during the COVID19 pandemic and beyond
Friday June 28, 2019 from 21:45 to 22:15
Award Winner
Maylynn Ding, Canada has been granted the

Maylynn Ding, Canada


McMaster University


Survey of Canadian urology residency programs: Perception of virtual education during the COVID19 pandemic and beyond

Maylynn Ding1, Yuding Wang1, Luis H. Braga1, Edward D. Matsumoto1.

1Urology, McMaster University, Hamilton, ON, Canada

Introduction: The COVID19 pandemic have caused many residency programs to pivot from traditional face-to-face to virtual teaching. The objective of this study is to assess the present state of virtual education in Canadian urology programs and gauge interest in a national virtual curriculum.

Methodology: An electronic 15-item survey was distributed to all 13 Canadian urology programs, both program directors and administrative assistants for circulation to residents. Data collection took place over 6 weeks from September to November 2020. A mixed methods approach was used, including descriptive statistics. A qualitative synthesis of responses to open-ended questions was conducted as an inductive thematic analysis.

Results: Eleven program directors and 32 residents from all four geographic regions responded to the survey. 95.3% of respondents indicated a role of virtual education in their program during the pandemic. Residents reported an average of 6.9±1.1 hours spent per week in online learning. Most respondents (74.4%) believe there is a significant or very significant role for a virtual national urology curriculum. All program directors indicated they are at least somewhat likely to require resident participation in a national urology curriculum. 90.6% of resident respondents indicated they believe such a curriculum will be at least somewhat important to their learning. Commonly described benefits include exposure to subspecialties and expertise at other institutions, and standardization of teaching. Commonly described barriers include difficulty with engagement, time zone differences, and lack of dedicated time for attendance.

Conclusions: During the COVID19 pandemic, virtual education has become well-integrated in Canadian urology programs. This study highlights interest in the development and implementation of a national virtual urology curriculum, and some key considerations to maximize its success and value to the Canadian urological community.

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