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Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

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Emergency Medicine Virtual Conference Participants' Engagement with Competing Activities.

Deena Khamees¹, Charles William Kropf², Sarah Tomlinson³

¹University of Texas, Department of Emergency Medicine, Houston, Texas.

The Western Journal of Emergency Medicine

|January 21, 2022

Summary

During virtual didactics, learners engage in multiple activities, averaging two concurrently. Understanding these competing demands is key to improving virtual medical education engagement and teaching strategies.

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Area of Science:

Medical Education
Virtual Learning Environments
Emergency Medicine

Background:

The COVID-19 pandemic necessitated a shift to virtual formats for residency didactic conferences.
This transition raises questions about maintaining effective educational practices, which are contingent upon learner engagement.
Understanding learner attention demands in virtual settings is crucial for optimizing educational outcomes.

Purpose of the Study:

To characterize the competitive demands for learner attention during virtual didactics.
To pilot a methodology for future studies investigating learner engagement in virtual educational settings.

Main Methods:

A prospective, observational cohort study was conducted with attendees of virtual emergency medicine residency didactics.
A self-report strategy using a two-question online survey was deployed across six conference days via random signaled sampling.
Participants reported all activities undertaken in the preceding five minutes.

Main Results:

1303 responses were collected from residents (63.4%), faculty (27.5%), and others.
Approximately 85% of respondents reported engagement in the virtual conference within the last five minutes.
The average number of concurrent activities was 2.0, including education-related, work-related, social, personal, self-care, and entertainment.

Conclusions:

Learners engage in diverse activities during virtual didactics, indicating a complex attentional landscape.
Engagement levels appear to fluctuate, suggesting potential temporal patterns that could inform teaching strategies.
This pilot study successfully demonstrated a methodology for future research on conference engagement and its impact on learning outcomes.